Practicing patience in grouping things together.
- 1. CURRICULUM MAP Science Experiences 1 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Dear Teacher, Greetings from Abiva Publishing House Inc.! Thank you for adopting our textbook/s. Your chosen series titles come with functional teacher’s guides that provide you with a detailed curriculum map per grade level. For your reference, we are providing you below some important keys to understanding and using the components, terminologies, and abbreviations found in this teacher’s companion tool. We hope you will find the following curriculum map most helpful in your daily planning and teaching tasks. Do suggest other ways we can make your chosen Abiva textbook/s more attuned to your needs as a teacher. You may send us your comments through our official email address at wecare@abiva.com.ph. Happy teaching! ABIVA PUBLISHING HOUSE INC. Curriculum Map Components and Content Sources Key Stage Standards Taken from the worktext: Science Experiences 1 Grade Level Standards Taken from the worktext: Science Experiences 1 Content Standards Taken from the worktext: Science Experiences 1 Performance Standards Taken from the worktext: Science Experiences 1 Content Taken from the worktext: Science Experiences 1 K to 12 Learning Competencies Taken from the worktext: Science Experiences 1 21st-Century Skills Taken from “New Vision for Education: Unlocking the Potential of Technology,” World Economic Forum® (2015) Teaching Strategies/Differentiated Instruction A variety of author-suggested instructional strategies to help the teacher deliver the lessons at varying levels of difficulty based on the students’ learning styles. Assessment Assessment tools and strategies categorized as either Formative or Summative Values Integration A list of values that are inherent in the subject and developed through lesson discussions and skills exercises. The teacher, however, is encouraged to emphasize values that are aligned with the school’s own core values. Resources A rundown of suggested instructional materials that may take the form of traditional resources, teacher-made resources, educational software, and other digital learning resources.
- 2. CURRICULUM MAP Science Experiences 1 Page 2 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Key Stage Standards (K to 3) At the end of grade 1, the learners should have acquired healthful habits and have developed curiosity about themselves and their environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring, and predicting. This curiosity will help the learners value science as an important tool in helping them continue to explore their natural and physical environment. This should also include developing scientific knowledge or concepts. Grade Level Standards At the end of grade 1, learners will use their senses to locate and describe the external parts of their body; to identify external parts of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to differentiate sounds produced by animals, vehicles, and musical instruments; to illustrate how things move; to describe the weather and what to do in different situations; to use appropriate terms or vocabulary; to describe these features; to collect, sort, count, draw, take things apart, or make something out of things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety measures (e.g., helping clean or pack away toys, asking questions, and giving simple answers/ descriptions to probing questions). Unit 1: Matter Time Frame: 17 days Content Standards The learners demonstrate understanding of… ● the science processes and that learning can come from careful observation and simple experiments; ● the properties of the different objects observed; ● the ways of grouping materials as solid, liquid, or gas based on their observable properties; and ● the changes in matter from one form to another. Performance Standards The learners should be able to… ● perform science processes through simple activities; and ● use and handle properly common solid and liquid items found at home. Chapter 1: Doing the Science Way Essential Questions* Do you work like a scientist? In what ways? Enduring Understanding* The primary science skills help develop scientific attitudes. *Contents for Essential Questions and Enduring Understandings are set per unit in the worktext and by chapter in the Teacher’s Guide. Hence, these were integrated in the table above and not within each lesson in the CM. 1st Quarter
- 3. CURRICULUM MAP Science Experiences 1 Page 3 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Content DepEd K to 12 Learning Competencies** 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Observing Enumerate ways of observing things in the surroundings Describe the work of each sensory organ in observing things Critical Thinking • Identifying selected objects using one’s sense organs • Realizing that without the five senses, it will be impossible to make observations and appreciate the beauty of things around us Collaboration • Working with a group to do an activity • Working with a group to answer questions posed by the teacher Communication • Enumerate ways of observing things in the surroundings • Describe the work of each sensory organ in observing things • Picking, showing, and describing a fruit Literacy Writing and sharing one’s answers to • Picture analysis • Practice drills using pictures and actual objects • Individual and group activity: (Guess Some Mysteries) on guessing/identifying objects and persons • Brainstorming on observations about the activity • Answering questions about an activity as a group (Numbered Heads Together) • Enumerating some process skills that one already knows • Guessing and identifying objects and persons • Show and Tell activity • Main Idea Web Formative • Activity under Explore Around • Practice drills on observing using pictures and actual objects Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Understanding the importance of noticing details • Being quick to notice changes • Patience in doing learning activities • Cooperation when doing group activities • music audio about nature • scented candle • pictures of various objects • handkerchief • shakers • colored plastic jars • box • food • plastic spoons • objects
- 4. CURRICULUM MAP Science Experiences 1 Page 4 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. questions LESSON 2 Grouping Tell the different ways of grouping things Group things together according to color, shape, size, and use Critical Thinking • Examining how objects are grouped • Grouping objects according to color, shape, size, and use Collaboration • Working in pairs in doing the activity • Working with a group to sort items • Working in small groups to find similarities among given cutouts • Working in triads to fill out a table of groups of things Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Communication • Telling the different ways of grouping things • Telling the class about the texture of an item • Activities in grouping objects or materials: o Cooperative learning on grouping of cutouts o Pair work on grouping things together • Group activity on filling out a table with similar objects Formative • Activity on grouping objects based on their properties • Concept map Summative ● Questions in Express Your Learning ● Long tests ● Teacher-made chapter tests • Accuracy in measurement • Teamwork during group activity • Patience in grouping things together • boxes of smooth and rough objects • paper cut outs of various sizes, shapes, and colors • cutouts of toys for boys and girls • concept map • school things (e.g., paper, pencil, eraser) • old/used and new notebooks
- 5. CURRICULUM MAP Science Experiences 1 Page 5 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. LESSON 3 Measuring Identify the things that can be measured Measure some materials using proper measuring tools Critical Thinking • Measuring objects accurately using standard and nonstandard units • Inferring the importance of measuring tools in everyday life Collaboration Working with groupmates in doing the activity on measuring things and on identifying the appropriate measuring tool for each given object Communication • Writing and sharing one’s answers to questions • Sharing with the class the measurement and description of one’s favorite toy • Picture analysis of ancient and modern measuring tools • Collaborative and investigative activity on measuring materials • Interactive discussion of measuring tools Formative • Activity on measuring objects • Measuring objects and recording their measurements in a table • Assignment – bringing toys and measuring instruments • Activity on identifying the correct measuring tool used for each given object Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Accuracy in measurements • Teamwork during group activity • ruler • meter stick • tape measure • materials to be measured • pictures or samples of ancient and modern measuring tools • bathroom scale • paper clips • measuring cup • table • water • pitcher • 5-grid strips of paper • manila paper • toys LESSON 4 Predicting Guess or predict what will happen next Explain one’s prediction Critical Thinking • Making intelligent guesses or predictions on whether identified objects will sink or float • Identifying the pattern in an event • Demonstration of the process of predicting by observing water flow • Analysis of pictures of boys in a balloon blowing contest, kids running a race, a Formative • Activity on predicting whether an object sinks or floats • Assignment • Activity on answering a question about a given situation Making a good judgment through careful examination • materials that float • materials that sink • basin of water • clear drinking glass • clear glass bowl
- 6. CURRICULUM MAP Science Experiences 1 Page 6 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. or succession of events, observing, and using prior knowledge • Interpreting a concept map Collaboration Working with groupmates in doing an activity Literacy Writing one’s answers to the questions and sharing them with classmates Communication Defending one’s guess in a discussion table with cold drinking water and thermos with hot chocolate, and a river with a “No Throwing of Garbage” sign • Collaborative and investigative activity on making predictions • Interactive discussion of the lesson Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Items in Size Up! **There is no corresponding K to 12 Curriculum Guide for grade 1 science, hence, all learning competencies throughout the CM are add-ons for the level. Chapter 2: Describing Matter Essential Question How will you know if an object is solid, liquid, or gas? Enduring Understanding Materials can be sorted in different ways and described as solid, liquid, or gas based on their properties. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Matter and Its Define matter Enumerate the different Critical Thinking • Describing the size, • Collaborative and investigative activity Formative • Activity on • Teamwork during group activity • coin • eraser
- 7. CURRICULUM MAP Science Experiences 1 Page 7 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Properties properties of matter shape, and weight of some objects • Investigating properties of matter that can be clearly described Collaboration • Working with groupmates in doing an activity • Working in pairs to list down examples of matter Communication • Defining matter • Enumerating the different properties of matter Literacy and Communication • Writing and sharing one’s answers to the questions in Express Your Learning • Reporting to class the result of the pair investigation on describing objects and properties of matter • Interactive discussion on the concepts • Pair activity on listing down examples of matter in the classroom • Filling in a concept map with one’s ideas about matter describing objects • Assignment Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Appreciation for things around us • small piece of wood • pad paper • inflated balloon • weighing scale • pictures or actual samples of objects
- 8. CURRICULUM MAP Science Experiences 1 Page 8 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. LESSON 2 Matter and Its Forms Name the forms of matter Describe and differentiate solid, liquid, and gas Describe the particles of solid, liquid, and gas Critical Thinking • Measuring the mass and volume of some objects • Comparing and differentiating the three forms of matter • Identifying and classifying objects Collaboration Working with groupmates to do an activity Literacy and Communication • Writing and sharing one’s answers to the questions • Answering exercises about the topics in the lesson Communication • Sharing one’s observations about the similarities and differences of given examples of each form of matter based on their properties • Sharing how one is able to group objects Creativity • Composing a song or jingle about the • Collaborative and investigative activity on measuring mass, weight, and volume of a solid, liquid, and gas • Interactive discussion on the lesson • Demonstration using marbles of how molecules of different forms of matter behave Formative • Explore Around activity on observing forms of matter and measuring mass, weight, and volume • Assignment Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Being a keen observer • Appreciation for things around us • Practicing the value of respect for others’ belongings • Patience in doing learning activities • Team work during a group activity • concept map • chocolate bar • bottled water • boxes • plastic cups with water • pebbles • inflated balloon • small jar • basin of water • weighing scale • pencil • marker • marbles • clear plastic bag
- 9. CURRICULUM MAP Science Experiences 1 Page 9 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. forms of matter • Demonstrating the three forms of matter through o a poster o molecular models o chart of examples Chapter 3: Changes in Matter Essential Question How does matter change? Enduring Understanding Matter changes from one form to another. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Solid to Liquid, Liquid to Solid Explain how solid matter changes into liquid Tell how liquid matter changes into solid Critical Thinking • Observing how ice cubes melt to become another form of matter • Observing changes in the form of solid and liquid matter Collaboration • Working with groupmates in doing an activity on observing changes in the form of solid and liquid matter • Working in pairs • KWL chart with ideas about changes in matter • Activity on observing changes in the form of a candle and ice in Explore Around • Collaborative and investigative activity on observing how ice and candle melt and how water becomes frozen • Interactive discussion • Pair activity on doing a graphic organizer Formative • Activity on observing changes in a candle and in crushed ice • Assignment • Seatwork • Journal Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Noticing details • Being observant in noticing changes • Patience and care in doing learning activities • Cooperation during pair or group activity • Appreciation for the importance of melting and freezing to various needs of people • crushed ice • candles • match • paper cup with crushed ice • paper plate
- 10. CURRICULUM MAP Science Experiences 1 Page 10 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. about o changes in matter o how to freeze liquids o materials that undergo changes in matter Literacy and Communication • Writing and presenting ideas about changes in matter • Listing ideas about how to freeze liquids • Writing and sharing o one’s answers to the questions o a journal entry on how one can apply in real life two things learned from the lesson • Organizing and presenting ideas about changes in matter using a KWL chart Communication • Explaining how liquid matter turns to solid • Explaining how ice cubes melt to • Pair activity on listing down things that melt • Analyzing a picture of kids eating ice cream • Think-Pair-Share on observing a picture and filling up a KWL chart • Dyads – using a graphic organizer to present materials that undergo changes in matter • Journal writing on the application of one’s learnings to real-life situations
- 11. CURRICULUM MAP Science Experiences 1 Page 11 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. become another form of matter LESSON 2 Liquid to Gas, Gas to Liquid Describe how liquid matter changes into gas Discuss how gaseous matter changes into liquid. Critical Thinking • Observing changes in gas and liquid • Identifying changes in matter • Interpreting a concept map Collaboration Working with groupmates in doing an activity about changes in gas and liquid Literacy and Collaboration • Working in triads in writing a short description of a change in matter and drawing the change with a caption • Writing and sharing one’s answers to the questions Communication • Explaining how and why liquid becomes gas and vice versa • Presenting a drawing of change in matter with caption • Interactive discussion on evaporation and condensation • Picture analysis of boiling water • Video presentation on condensation and evaporation • Activity on observing changes in gas and liquid • Use of pictures to Identify changes in matter • Synthesis of concepts learned Formative Activities on • observing changes in gas and liquid • identifying changes in matter • synthesizing concepts learned Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Items in Size Up! • Being a keen observer • Appreciation for the things around us • Patience and care in doing learning activities • Cooperation during group activity • Recognizing the importance of evaporation and condensation to everyday needs • beaker with water • alcohol burner • match • tripod • marker • pictures of materials that undergo changes • video about condensation and evaporation
- 12. CURRICULUM MAP Science Experiences 1 Page 12 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Unit 2: Living Things and Their Environment Time Frame: 32 days Content Standards The learners demonstrate understanding of • the external parts of the human body and their functions; • some body parts that work together to do an activity; • the importance of caring for one’s body and keeping it healthy as one grows; • pet animals, farm animals, and wild animals; • the different body parts, coverings, movements, and sounds of animals; • the different habitats of animals; • the ways on how to take care of animals; • the different parts of the plant and their use; • the different habitats of plants; • the importance of plants to people and the things they give to them; and • the ways on how to take care of plants. Performance Standards The learners should be able to • practice healthful habits to protect and keep the sense organs healthy; • distinguish pet, farm, and wild animals; • tell the different animal body parts, coverings, and sounds; • identify the type of animal based on its habitat; • take good care of animals; and • take care of plants. Chapter 4: Learning About Your Body Essential Questions • How do body parts work? • How do you take care of your body? Enduring Understanding The human body is made up of three main parts, each of which has important functions. 2nd Quarter
- 13. CURRICULUM MAP Science Experiences 1 Page 13 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Your Body Name the different parts of our body Give the use/s of the different body parts Critical Thinking Identifying the body parts and their functions Collaboration • Working with a group on an activity • Doing a pair activity on identifying parts of the head, trunk, and limbs Communication • Discussing the body parts and their functions • Demonstrating an action and identifying the body part used to do the action Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Creativity and Communication Drawing and naming some parts of the body • Game of “Touch My Body” • Say-spell-say the names of body parts • Use of flash cards • Cooperative learning on body parts and their functions • Investigative activity on body parts and their functions • Interactive discussion • Using Frayer Model on drawing and naming some body parts • Synthesis of the concepts learned • Triangle diagram on drawing and naming a body part and writing its characteristics and functions Formative Activity about pointing and naming body parts Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Teamwork and cooperation during group activity • Appreciation and respect for one’s body • music audio about nature • perfume • pictures of body parts • flash cards of body parts • doll • craft sticks • toothpick • clay
- 14. CURRICULUM MAP Science Experiences 1 Page 14 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. LESSON 2 Your Senses Use one’s senses in various activities Describe the use of each sense organ Critical Thinking • Inferring that common things can be described using the sense organs • Inferring that common things can be described using the sense organs • Realizing the importance of the sense organs Collaboration Working with a group to do activities such as on making an illustration of a good effect of taking care of sense organs Communication Discussing the uses of the body parts Literacy and Communication • Writing and sharing one’s answers to the questions in Express Your Learning • Showing and explaining activity outputs Creativity • Making a clay model of a chosen sense organ • Picture analysis of a man tasting the food he is cooking • Cooperative learning and investigative activity on sense organs • Interactive discussion • Pair activity on making an illustration of a good effect of taking care of the sense organs • Video presentation on the senses and their uses • Pictures of sense organs and different activities • Making a model of a sense organ • Synthesizing the concepts learned Formative • Activities • Seatwork Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Showing appreciation of one’s uniqueness • Caring for one’s sense organs • Knowing the importance of the sense organs • pictures of sense organs • objects or materials for investigative activity in Explore Around • video about sense organs and their uses • pictures of different activities that make use of sense organs
- 15. CURRICULUM MAP Science Experiences 1 Page 15 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. • Making an illustration showing a good effect of taking care of sense organs LESSON 3 Care for the Body Describe how you can take care of your body Tell why one has to take care of his/her body Critical Thinking • Comparing and contrasting traits • Comparing and contrasting traits • Discovering the uses of the parts of the body Collaboration Working with a group to do the activity on body parts Literacy Doing the graphic organizer (Frayer’s model) Literacy and Communication • Writing and sharing one’s answers to the questions in Express Your Learning • Singing songs/nursery rhymes about body parts Singing songs/nursery rhymes about body parts • Singing and song analysis of “I have Two Hands” and “This is the Way We Brush Our Teeth” • Picture analysis in Energize Your Mind: Chart of the Human Body • Cooperative learning and investigative activity on making a foldable about body parts • Interactive discussion • Health inspection • Demonstration of the proper way of washing one’s hands, brushing one’s teeth, and cleaning one’s ears Formative • Activity on making a foldable or graphic organizer • Pair Activity – • drawing cleanliness or hygiene habits • Exercise on identifying practices that show care for the body Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests Practicing habits of cleanliness • pictures of sense organs • objects or materials for activity in Explore Around • chart that shows the human body
- 16. CURRICULUM MAP Science Experiences 1 Page 16 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. LESSON 4 Similarities and Differences Identify the similarities among people Find out the differences among people Critical Thinking Making observations of similarities and differences among classmates and family members Collaboration • Working with a group to do Explore Around activity • Working with a pair o on comparing oneself with his/her family members o to talk about activities they like to do and food they like to eat Communication • Discussing about similarities and differences among people • Discussing the uses of the body parts Literacy and Communication • Writing and sharing one’s answers to the questions in Express Your Learning • Sharing with the class their activity observations and • Analysis of a picture of grade 1 pupils • Cooperative learning and investigative activity on identifying similarities and differences • Interactive discussion of the lesson • Pair activity on identifying similarities and differences among classmates and family members • Concept map on similarities and differences in one’s physical features Formative Activity on finding out similarities and differences among classmates and family members Summative • Questions in Express Your Learning • Long tests • Teacher-made chapter tests • Appreciation for one’s uniqueness • Respect for one’s physical appearance • objects or materials for Explore Around activity • pictures showing how people are similar & different • family picture • picture of twin children
- 17. CURRICULUM MAP Science Experiences 1 Page 17 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. output LESSON 5 Needs of the Body Tell what the body needs to grow strong and healthy Name the different nutrients that one gets from food Critical Thinking • Inferring why the body needs exercise, rest, and sleep • Interpreting a concept map • Inferring why the body needs exercise, rest, and sleep Collaboration • Working with a group to do activities • Answering activity questions with groupmates • Working in pairs to draw things that the body needs to be healthy Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Communication • Discussing about what our body needs and why • Stating the things needed by the body for it to grow and • Cooperative learning and investigative activity • Interactive discussion • Pair activities o preparing a list of things and activities of people o drawing things that the body needs to be strong and healthy • Analysis of a picture of a girl eating junk food and another girl eating healthy food Formative • Activity on preparing and eating food • Seatwork on drawing things that the body needs to become healthy • Exercises Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Items in Size Up! • Mindfulness of the needs of the body to stay healthy • Respect for one another • Care and concern for one’s body • pictures of what the body needs • objects or materials for investigative activity in Explore Around • PowerPoint presentation of pictures of children showing some healthy habits • pictures of different healthy food
- 18. CURRICULUM MAP Science Experiences 1 Page 18 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. stay healthy and strong • Stating the things needed by the body for it to grow and stay healthy and strong Creativity • Drawing things that our body needs • Singing about the needs of the body • Creating a weekly plan on making the body strong, healthy, and happy Chapter 5: Animals Essential Questions • Why are animals important to us? • How do we take care of animals? Enduring Understandings • Animals have different the body parts. • They live in different habitats. • Animals are important to humans. • Animals should be given proper care. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Pet Animals Name some pet animals Describe pet animals Tell what pet animals can do or give to people Collaboration • Working with a group to do an activity • Working with a pair to answer Express Your Learning questions • Analysis of a poem about animals • Cooperative learning and investigative activity about pets • Interactive discussion of the lesson Formative Activity about pets in Explore Around Summative • Questions in Express Your Learning Appreciation and concern for pet animals • pictures of pets or digital images • pencil • crayon
- 19. CURRICULUM MAP Science Experiences 1 Page 19 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Communication • Discussing why people take care of pets • Sharing what one knows about different pet animals • Talking about one’s pet • Telling what pet animals can do or give to people Creativity Drawing one’s pet or a pet they would like to have • Think-Pair-Share on experiences with pets • Drawing or acting out ideas about given animals • Naming and describing animals in a given picture • Synthesizing the concepts learned in the lesson • Teacher-made chapter test • Long tests LESSON 2 Farm Animals Describe farm animals Name some farm animals Tell what farm animals can do or give to people Critical Thinking • Analyzing the importance of animals • Comparing farm animals and pets Collaboration • Working with a pair to do an activity • Making a class journal entry of the things learned about farm animals • Cooperative learning and investigative activity on naming animals • Interactive discussion of the lesson • Singing of the song “Old McDonald Had a Farm” • Analysis of a picture of animals in a farm • Drawing or acting out ideas about Formative • Activity on naming animals • Journal Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests Appreciation and concern for farm animals • digital images or pictures of common animals in the farm • pencil • copy of the song “Old McDonald Had a Farm”
- 20. CURRICULUM MAP Science Experiences 1 Page 20 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Literacy and Communication • Writing and sharing one’s answers to the questions in Express Your Learning • Reading and spelling correctly the names of given farm animals Communication • Discussing the importance of farm animals to people • singing “Old McDonalds Had a Farm” with actions • Sharing about some products that farm animals produce • Making a journal entry of things learned about farm animals ICT Literacy • Viewing a video about carabaos from an online source • Reading a story about animals in a website given animals • Naming and describing animals in a given picture LESSON 3 Zoo and Wild Animals Tell what zoo and wild animals are Critical Thinking Recognizing the differences among pets, farm, and wild animals • Picture analysis of zoo and wild animals • Cooperative learning and investigative Formative • Drawing or acting out ideas about the given animals Appreciation and concern for zoo and wild animals • digital images or pictures of wild animals • labels of animal
- 21. CURRICULUM MAP Science Experiences 1 Page 21 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Name some zoo animals Collaboration Working with a partner to do an activity Communication • Naming and describing animals in a given picture • Discussing the differences among pets, farm, and wild animals • Discussing why some wild animals are kept in a zoo • Sharing one’s experience at a zoo Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Creativity Drawing one’s favorite zoo animal activity about zoo and wild animals • Interactive discussion of the lesson • Pair work • Activity about zoo and wild animals • Activity on identifying animals found in the zoo Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests names • sheets of manila paper with separate pictures of zoo and wild animals • adhesive tape LESSON 4 Body Parts, Movements, and Sounds of Animals Name the different body parts of some animals Tell the uses of animal body parts Name the different body coverings of animals Critical Thinking • Processing a hypothetical question “If you were an animal, what would you be?” • Identifying animals from the given • Picture analysis of animals in Energize Your Mind and of body parts of animals • Cooperative learning and investigative activity on making a Formative • Activity on making a foldable • Seatwork on completing a table about body coverings, movements, and • Appreciation and concern for animals • Respect for the diversity of life • digital images or pictures of body parts of animals and their uses • colored paper • scissors • pencil • glue
- 22. CURRICULUM MAP Science Experiences 1 Page 22 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Name and imitate the movements of animals Tell and imitate the sounds of different animals pictures • Identifying animals’ body coverings from the given pictures • Identifying animal movements from a video Collaboration Working with a group to do a role-play on mimicking movements and sounds of wild animals Literacy and Communication • Drawing and explaining the uses of animal parts • Writing and sharing answers in Express Your Learning Communication • Discussing how animals use their body parts, how they move, and the sounds they make • Mimicking animal movements • Answering a hypothetical question • Explaining to class the activity output • Naming animals that foldable of animal body parts • Interactive discussion of the lesson • Pair activity on answering questions • Video presentation • Making a foldable sounds of some animals Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • crayons • copy of a video of different animal movements • copy of a lively music • recording of different animal sounds
- 23. CURRICULUM MAP Science Experiences 1 Page 23 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. make sounds from recordings of animal sounds Creativity Drawing animal parts ICT Literacy Viewing a video about different animal movements from online sources LESSON 5 Animals and Their Homes Define habitat Name some animal habitats in the Philippines Critical Thinking • Identifying different animal habitats • Identifying animals according to the places they live • Interpreting a concept map Collaboration • Working with a group to draw assigned animal habitat • Working with a partner on identifying animals and their habitat Literacy and Communication Writing and sharing answers in Express Your Learning • Picture analysis of animal habitats • Explaining and differentiating natural and man- made animal habitats • Cooperative learning and investigative activity • Activity: making a mobile habitat • Interactive discussion of the lesson • Pair activity on answering questions about the lesson Formative • Explore Around activity on animal habitats • Exercise on identifying whether each given animal lives on land or both on land and in water Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Items in Size Up! Respect and care for animal habitats • digital images or pictures of animals’ habitats • construction paper • pencil crayons • punchers • string or yarn • flash cards of names of different animal habitats • PowerPoint presentation of animals in their habitats
- 24. CURRICULUM MAP Science Experiences 1 Page 24 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Communication • Describing different animal habitats • Discussing how animal habitats are useful to them • Sharing with the class the animals one sees in his/her neighborhood • Explaining activity output Creativity Drawing assigned animal habitat Chapter 6: Plants Essential Questions • Why are plants important to people? • How do we take care of plants? Enduring Understanding • Plants have different parts, each of which have their own use/s. • Plants have different habitats. • Plants are important to people. • There are many ways of caring for plants. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Parts of a Plant Name the different parts of a plant Explain the use/s of each plant part Critical Thinking Identifying the different parts of a plant Collaboration Working with a pair to do an activity on the topic at hand • Picture analysis of parts of a plant • Cooperative learning and investigative activity about parts of a plant • Interactive Formative • Explore Around activity about plant parts • Exercise on matching each plant part with its picture Appreciation for plants • school garden • digital images or pictures of or actual plant parts • video of plant parts and the function/s or use/s of each part
- 25. CURRICULUM MAP Science Experiences 1 Page 25 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Literacy • Doing Frayer’s Model diagram on uses of plant parts • Making a graphic organizer • Organizing one’s ideas about plants parts and uses through a diagram in Tiled Matrix • Writing about one’s favorite fruit or flower Literacy and Communication Writing and sharing answers in Express Your Learning Communication • Describing different parts of a plant • Explaining the use/s of each part of a plant • Sharing with the class about one’s plants at home or in the neighborhood • Sharing with the class about one’s plants at home or in the neighborhood • Show and Tell about drawings of observations and discussion of the lesson • Pair activity in Express Your Learning • School garden tour to observe plants • Video presentation Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests
- 26. CURRICULUM MAP Science Experiences 1 Page 26 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. experiences from the garden tour Creativity Drawing and coloring one’s favorite flower or fruit ICT Literacy Viewing a video on plant parts and the function/s or use/s of each part LESSON 2 Where Plants Live Tell where different kinds of plants live Identify plants according to their habitat Critical thinking • Discussing why plants have different habitats • Inferring why plants grow in a particular habitat Collaboration Working with a group to do the activities Communication • Writing and sharing answers in Express Your Learning • Sharing and discussing to class one’s activity output Creativity Making a foldable about house plants • Observing plants in different habitats • Picture analysis of plant habitats • Cooperative learning and investigative activity on observations on where plants live • Interactive discussion of plant habitats • Pair activity in Express Your Learning • School garden tour to observe plant habitats • Identifying and describing habitats of plants from pictures Formative • Activity about where plants live • Exercise on identifying habitats of some plants Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests Appreciation and respect for plant habitats • digital images or pictures of plant habitats • pencil • chart • pictures of plants in their habitats • real plants growing in pots, in jars of water, and on driftwood (when possible)
- 27. CURRICULUM MAP Science Experiences 1 Page 27 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. • Doing “House of Plants” foldable • Making a graphic organizer showing plant habitats LESSON 3 What Plants Give You Name things and benefits people get from plants Tell the plant parts from which products are taken Critical Thinking Identifying the trees in a picture Identifying the trees in a picture Collaboration Working with a group to make a poster about plants Communication • Discussing how plants are useful and important to people • Enumerating the benefits that people get from plants • Telling something about the plant one has drawn • Telling something about the plant one drew Literacy and Communication Writing and sharing answers in Express Your Learning Creativity • Composing a Thank • Picture analysis of things we get from plants • Picture analysis of things we get from plants • Cooperative learning and investigative activity on products from plant parts • Poster making Formative • Activity on plant parts from which products are taken • Activity on plant part products Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests Appreciation for the benefits we get from plants • samples of things we get from plants (realia) • pictures of fruits and vegetables • pictures of furniture made of wood • sheets of bond paper
- 28. CURRICULUM MAP Science Experiences 1 Page 28 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. you song to plants • Making a poster on ways to care for plants or things provided by plants • Drawing a plant and illustrating its parts LESSON 4 Care for Plants Name ways to care for plants Identify the different needs of plants Critical Thinking • Observing one healthy plant and one wilted plant • Inferring why one plant is growing well while another is not • Interpreting a concept map Collaboration Working with a group to play a game about the needs of plants Communication • Discussing the need of plants and how to take care of them • Writing and sharing answers in Express Your Learning • Sharing one’s observations about the activity • Sharing to class how one helps take care of plants at home • Showing and telling one’s slogan on • Picture analysis on how a family takes care of their plants • Picture analysis on how a family takes care of their plants • Cooperative learning and investigative activity about growing plants • Pair activity in slogan making on promoting a way of caring for plants • Interactive discussion of the care for plants • Pair activity on answering Express Your Learning Formative • Activity on growing a plant • Assignment – activity on growing a plant • Slogan-making activity • Exercise about showing some ways to take care of plants Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Items in Size Up! • Chapter Test Care and concern for plants • mongo seeds • plastic cups, soil, water, marker • Oslo paper or half sized cartolina for the slogan • pictures of two potted plants: one healthy, one wilted • video clip of a song about needs of plants
- 29. CURRICULUM MAP Science Experiences 1 Page 29 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. promoting a way of caring for plants Creativity Making a slogan that promotes taking care of plants ICT Literacy Viewing a video of a song about the needs of a plant Unit 3: Force, Motion, and Energy Time Frame: 10 days Content Standards The learners demonstrate understanding of • how force makes objects move or causes change in motion; and • energy, its different forms, and sources. Performance Standards The learners should be able to • determine how force affects movements of people, animals, and objects; and • practice safe and wise use of light, heat, and sound in daily life. Chapter 7: Force and Motion Essential Question What causes objects to move? Enduring Understanding Force causes objects to move or to change in motion. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Force Tell what push and pull are Critical Thinking • Being aware of how • Picture analysis to discuss the picture Formative • Activity on making • Cautiousness in making judgments or • objects or materials for investigative 3rd Quarter
- 30. CURRICULUM MAP Science Experiences 1 Page 30 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Demonstrate push and pull actions State what force means to protect oneself from moving objects • Comparing and differentiating push and pull Collaboration Working with a group to do motion in action activity Literacy Listing down or illustrating the things that can and cannot move by themselves in a graphic organizer Communication • Telling what push and pull are • Describing what makes an object move • Demonstrating push and pull actions • Stating what force means Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Creativity Preparing a simple that shows moving people, animals, and objects • Pair activity and experiential learning on working with a partner on an observation activity in Explore Around: Race Cars • Culminating activity (Game of Forces) on concepts learned in the lesson toy cars move • Seatwork Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests conclusions • Awareness of the things that are happening in the surroundings activity • pictures of moving objects • ball
- 31. CURRICULUM MAP Science Experiences 1 Page 31 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. song or poem about how objects move ICT Literacy Viewing a video about force and motion in a website LESSON 2 Motion Define motion State the different causes of motion Name the ways by which living things and nonliving things move Critical Thinking • Observing how objects move • Identifying whether an action is done by pushing or pulling • Interpreting a concept map Life Skills Observing caution with your movements Collaboration • Working with a partner to do Explore Around • Working with a group to list actions and identify whether each action is done by pushing or pulling Communication • Explaining how an object moves • Discussing observations about the activity • Picture Analysis to discuss picture that shows moving kids, animals, and objects • Experiential learning with a partner to do an activity on how moving things are described • Collaboration activity (Motion in Action) on preparing a simple song, poem, or a postcard to explain when an object is moving, and which objects are moving by themselves, and those that cannot Formative • Telling different movements as shown in the picture • Activity on motion • Exercises about force and motion Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Items in Size Up! Awareness of and cautiousness about one’s movements and actions • real objects or materials for investigative activity • pictures of moving objects • flash cards with the words push, pull, and force
- 32. CURRICULUM MAP Science Experiences 1 Page 32 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Critical Thinking, Creativity, and Communication Creating a colorful and attractive toy pushcart and explaining how it moves while carrying objects Chapter 8: Forms of Energy Essential Question How do we use light, heat, and sound energy safely and wisely? Enduring Understandings • Energy has different sources. • It can come in the form of light, heat, and sound. • Energy in any form has its uses. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Light and Heat Energy Define energy Name the sources of light and heat Tell the uses of light and heat Explain how to use light and heat sources properly Critical Thinking • Inferring that light and heat energies are needed in doing many activities • Making observations about the sum • Analyzing how heat and energy are used in activities Inferring • Experiential analysis by looking outside the classroom and stating their observations about the sun and how they use heat and light energy from the sun • Collaboration activity Formative • Activity on the use of light • Exercises about light and heat energy Summative • Questions in Express Your Learning • Appreciation for the effects of light and heat in everyday life • Thankfulness for the sun and other things that give us light and heat • materials for Explore Around activity • pictures of the sources of heat and light • idea bulbs • printed graphic organizers • strips of paper containing words
- 33. CURRICULUM MAP Science Experiences 1 Page 33 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. that light and heat energies are needed in doing many activities Life Skills Being mindful in dealing with heat and light Collaboration • Working with a group to do Explore Around • Working with a partner to o draw an object that gives off light o fill in a graphic organizer about sources of heat and light o describe how people use the energy of the sun in daily activities Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning in Hunting Time! in Explore Around • Activity: Naming or illustrating a thing/object where light comes from (Idea Bulb) • Graphic organizer (note taking with ATM buddy) and using the organizer to list or illustrating sources of heat and light • Charade by acting out or illustrating sources of heat and light written on strips of paper for their classmates to guess the word or object they have picked • Experiential learning by describing how one uses the energy from the sun in their daily activities • Collage making by making a collage of the uses of light and heat and describing the proper handling of these energy forms • Clustering with three-column chart • Teacher-made chapter test • Long tests that are sources of heat or light • video about energy
- 34. CURRICULUM MAP Science Experiences 1 Page 34 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Communication • Using one’s sense organs to describe how people use the heat and light from the sun • Describing the uses of heat and light energy from the sun • Show and Tell activity • Naming each object in given pictures and telling what it gives off Literacy Reading a poem about light, heat, and sound ICT Literacy Visiting an online source to read an article about the sun by naming objects and telling what each object gives off heat and light LESSON 2 Sound Energy Define sound energy Name some sources of sound Critical Thinking • Using one’s sense organ to guess the objects that produce certain sounds heard • Define sound energy • Interpreting a • Experiential activity • Pair activity on producing sounds using their body parts and sharing their observations on how they produce the sound Formative • Activities on sounds • Exercises about sound energy Summative • Questions in Express Your Learning • Respect for other people by refraining from making loud sounds or noise • Appreciation for music • big handkerchief • musical instruments • objects and toys that can produce sounds • video about sound
- 35. CURRICULUM MAP Science Experiences 1 Page 35 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. concept map Creativity and Collaboration • Working with a partner/group to produce sounds using their body parts • Composing a song or a poem • Making a skit on the event in life using sound energy • Making a list of things they cannot do without sound energy • Working with a group in making a collage using recycled materials Communication • Identifying and describing sounds heard • Describing sounds as soft or loud • Sharing observations on how one produces sound • Writing and sharing • Collaboration activity on doing any of the following activities: o composing a song or a poem o making a list of things they cannot do without sound energy o show a simple skit of events in life using sound energy • Blindfold activity • Analysis of a picture of a boy playing a guitar • Teacher-made chapter test • Long tests • Items under Size Up!
- 36. CURRICULUM MAP Science Experiences 1 Page 36 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. answers to questions in Express Your Learning ICT Literacy Visiting a website to watch a video about sound Creativity • Producing sounds made by body parts • Composing a song or a poem about loud and soft sounds Unit 4: Earth and Space Time: 16 days Content Standards The learners demonstrate understanding of • the different parts of the Earth; • the things that are found on the Earth’s surface; • the different kinds of weather; • how weather can affect the daily life activities of people; • natural objects seen in the sky during daytime; • natural objects seen in the sky during nighttime; and • how objects seen in the sky affect the activities of people and the community. Performance Standards The learners should be able to • observe things in the surroundings; • participate in taking care of the surroundings; • identify safety measures to observe during different types of weather; and • plan activities they can do during daytime and nighttime. 4th Quarter
- 37. CURRICULUM MAP Science Experiences 1 Page 37 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Chapter 9: Exploring the Earth Essential Questions • How do we take care of our surroundings? • What are the things the Earth gives? Enduring Understandings • Earth is made up of important parts: air, land, and water. • Earth gives important things. • There are many ways to care for Earth. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Air, Land, and Water Name the parts that make up the Earth Describe the different landforms and water forms State the importance of land, water, and air Critical Thinking • Identifying the important things found on each part of the Earth • Comparing things seen in a city and in a barrio Collaboration Working with a partner/group on activities Creativity • Composing a poem about the importance of air • Making a poster about one's favorite landform • Illustrating the different forms of water with a partner • Sharing time in talking about the place where they live and describing the things that are seen in their community • Poem analysis by reading a poem about Earth, describing what the poem tells about the Earth, and telling what are mentioned in the poem that make up our surroundings • Video/slide presentation of the Earth as a planet in outer space • Collaborative activity under Explore Formative • Activity about the surroundings • Drawing of landforms and water forms inside a square, a circle, a triangle, and a rectangle • Exercises about what makes up the Earth Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Appreciation for the environment • Caring for the land, water, and air • short video or slide presentation of the Earth • map • globe • objects or materials for Explore Around activity • pictures of different landforms and water forms • pictures of a city and a barrio
- 38. CURRICULUM MAP Science Experiences 1 Page 38 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Communication • Explaining the main parts of the Earth using the globe • Sharing and explaining activity outputs • Describing the different landforms and water forms • Stating the importance of land, water, and air • Sharing and explaining activity outputs Literacy Reading a poem about Earth Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning ICT Literacy Visiting a website to watch a video about Earth as a planet in outer space Around • Making a poster of a landform and making simple riddles about water forms on earth • Composing a poem on the importance of air to living things ● Picture analysis LESSON 2 Things the Earth Gives Explain why the Earth is important Critical Thinking • Recognizing the living and nonliving • Use of semantic diagram by listing ideas about the Formative • Activity on identifying things Appreciation for the things people get from Earth • diagram • pictures of different things found on
- 39. CURRICULUM MAP Science Experiences 1 Page 39 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Name things that the Earth gives things that are found on the Earth’s surface • Identifying the things that Earth gives • Realizing the importance of the Earth Literacy • Writing examples of food, medicine, clothing materials, and building materials in labeled boxes • Writing a semantic diagram of ideas on things that Earth gives Collaboration • Working in a group for cooperative learning to draw the living and nonliving things they see in school • Working with a partner to discuss and share to class food from water forms Literacy and Communication Writing and sharing one’s answers to the things that Earth gives in the given diagram • Picture analysis • Collaboration activity and cooperative learning to draw the living things and non-living things they see in school • Activity: telling something they learned about the lesson (Whip Around) • Activity: listing things that Earth gives in Explore Around that Earth gives • Seatwork • Exercises Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests Earth • paper • pencil
- 40. CURRICULUM MAP Science Experiences 1 Page 40 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. questions in Express Your Learning Communication Discussing with a partner and sharing to class one’s favorite food from any of the water forms LESSON 3 Caring for the Earth Name actions that harm the Earth Give ways of taking care of the Earth Critical Thinking • Inferring what may result from conditions depicted by each picture in Equip Yourself • Thinking of actions that one can do to help care for the Earth • Interpreting a concept map Collaboration Working with a group to do Explore Around in looking for and listing wood products inside and outside the classroom Communication • Using one’s sense organs to describe the condition depicted by each picture in Equip Yourself • Describing what • Picture analysis of a dirty surrounding, a clogged creek, a place with trash around, and factories emitting smoke; describing the condition depicted by each picture and inferring what may result from these conditions • Analyzing pictures that show actions that harm the Earth • Collaborative activity on looking for and listing wood products inside and outside the classroom • Creative presentation on doing any of the activities given and sharing their creative Formative • Explore Around activity on collecting garbage • Seatwork on identifying whether or not a statement shows care for the environment • Assignment • Exercises about care for the surroundings Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Items in Size Up! Conserving Earth’s natural resources • pictures of a dirty surrounding, a clogged creek, a place with trash around, and factories emitting smoke • materials needed in Explore Around activity • video about plants and flood
- 41. CURRICULUM MAP Science Experiences 1 Page 41 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. actions are done in a picture • Sharing about actions that one can do to help care for the Earth • Sharing some ways to be an Earth saver • Sharing with the class one’s activity outputs • Sharing one’s thoughts on the depicted situation in a picture of vehicles and factories Literacy and Communication • Writing and sharing one’s answers to the questions in Express Your Learning • Writing a prayer of thanks for the Earth Creativity • Making a poster about the activities that you can do with your family and friends during Earth Day • Composing a song about caring for the Earth • Doing a role play on taking care of the outputs with the class. • Pair work on doing the activity in Explore Around • Video presentation
- 42. CURRICULUM MAP Science Experiences 1 Page 42 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Earth • Singing a song about Earth Day ICT Literacy Visiting a website to watch a video about how plants help prevent flooding Chapter 10: Weather Essential Question How does weather affect people’s activities, health, and safety? Enduring Understandings • Weather has different types. • Weather can affect people’s daily activities, health, and safety. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Weather and Seasons Define what weather is Name the kinds of weather in the Philippines Describe the different weather conditions Name the seasons in the Philippines Critical Thinking • Interpreting weather symbols • Identifying different kinds of weather Collaboration Working with a group to do weather report analysis Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning • Picture analysis by observing and describing the picture of kids playing outside and identifying the kind of weather shown in pictures of different kinds of weather • Activity: drawing anything that will tell about the weather and describing, drawing, and sharing it with the class (Pair Share) Formative • Activity on observing weather and making a weather chart • Seatwork on identifying the kind of weather described in each sentence • Exercises about weather and seasons Summative • Questions in Express Your Learning Awareness of changes in weather • pictures or videos of the different kinds of weather • cutouts of different weather symbols used in weather reports • weather chart • sample weather report from the newspaper • pencil
- 43. CURRICULUM MAP Science Experiences 1 Page 43 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Communication • Describing different weather conditions • Sharing about the weather and seasons in the Philippines • Describing and explaining to class one’s ideal weather • Discussing Explore Around activity output Creativity Drawing one’s ideal weather • Weather report analysis • Collaboration activity • Cooperative learning • Sharing ideas about weather using a Frayer’s Model • Teacher-made chapter test • Long tests LESSON 2 Weather and You Tell what type of clothes to wear for different kinds of weather Enumerate the things that one can do during different kinds of weather Critical Thinking • Observing the weather of the day • Looking at and answering questions about the picture of two families Collaboration Working with a group to do a role play of the activity that can be done for the weather assigned to them Literacy and Communication Writing and sharing one’s answers to the questions in Express • Activity: observing the weather while in the school garden or from outside the window (Tell Me!) • Experiential learning by telling if the activities are appropriate to do in current weather and giving reasons for their choice • Playing a guessing game wherein a pupil will draw an activity while the rest of the class will tell the kind of weather when the activity is Formative • Activity on making a pinwheel and finding out what is the best weather to play with it • Questions about weather and things to do • Assignment – making a photo album of clothes that can be word for each kind of weather ● Exercises on weather- appropriated things to be worn/used and activities to be done • Thinking before deciding • Anticipating weather changes • Readiness to adjust schedule of activities in the event of changes in the weather • Observing weather conditions before going outdoors • Wearing clothes appropriate for the weather • materials in making a pencil pinwheel in Explore Around • pictures of activities done on different weather conditions • picture of a boy wearing a sleeveless shirt and short pants • picture of a girl wearing a raincoat and holding an umbrella
- 44. CURRICULUM MAP Science Experiences 1 Page 44 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. Your Learning Communication • Using one’s sense organs to describe the weather of the day • Discussing answers to questions in Explore Around • Telling from pictures which set of clothing or gear is appropriate for the day’s weather • Telling if given activities are appropriate to do in current weather and giving reasons for their choice • Describing the weather for the day and tell if they feel hot or cold and if they feel comfortable in their clothes Creativity • Making a pencil pinwheel • Making a photo album of weather- appropriate clothes Adaptability Being ready to adjust appropriate to do • Collaboration activity on making a catalogue of different clothes that one should wear for each kind of weather • Role-playing activities in different weather conditions/situations to choose what to wear and what things to use in certain kinds of weather • Activity: (Exit Card) Asking the pupils to list three things they learned from the topic, two questions about the lesson, and one thing they want to know more about the topic • Interactive discussion of the lesson Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests
- 45. CURRICULUM MAP Science Experiences 1 Page 45 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. schedule of activities in the event of changes in the weather LESSON 3 Keeping Safe Under Different Weather Conditions Tell how to keep oneself safe and healthy in different kinds of weather Critical Thinking • Analyzing given situations • Making inferences on what may happen to given situations (related to different kinds of weather) • Interpreting a concept map Communication • Writing and sharing one’s answers to the questions in Express Your Learning • Sharing thoughts and experiences on being in the rain and wading through the flood Collaboration and Creativity • Doing presentations • Acting as weather forecasters to present and discuss what to wear and do to stay safe on a stormy day • Role-playing or demonstrating precautionary • Situational analysis by sharing experiences about being caught in the rain or wading through flooded streets on a stormy day; studying displayed pictures of the following for analysis: children in the rain, children wading through the flood, lightning, and children on the streets; sharing if they have been in situations similar to those in the pictures and inferring what may happen to the children • Picture analysis by showing some examples of pictures: showing the bad effects of a stormy weather to people and the environment and letting the pupils describe the pictures Formative • Activity on staying safe and healthy during sunny, rainy, and stormy weather • Activity involving completing statements about keeping safe in different weather conditions in a concept map • Exercises on staying safe and healthy under different kinds of weather Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Items under Size Up! Awareness of protective measures against the dangers brought about by different kinds of weather. • materials needed in Explore Around activity • pictures of children in the rain and children wading in the flood • pictures of bad effects of sunny weather and stormy weather on people and on the environment
- 46. CURRICULUM MAP Science Experiences 1 Page 46 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. measures during a sunny or rainy day • Collaboration activity and cooperative learning by letting the pupils work in groups and choosing an activity from the options (role-playing, poster making, weather forecasting) • Role play or demonstration of precautionary measures for a sunny or rainy day • Role play or demonstration of precautionary measures for a sunny or rainy day Chapter 11: Objects in the Sky Essential Question How do natural objects in the sky affect one’s activities, health, and safety? Enduring Understanding Natural objects seen in the sky during daytime and nighttime affect the activities, health, and safety of people and the community. Content DepEd K to 12 Learning Competencies 21st-Century Skills Teaching Strategies/ Differentiated Instruction Assessment Values Integration Resources LESSON 1 Daytime Sky Name the natural objects that can be seen in the sky at daytime Describe the things seen in the sky at Critical Thinking Observing objects in the day sky using sense organs Collaboration Working with a • Picture analysis by looking at and discussing the picture on Energize Your Mind; identifying and listing down the things Formative • Concept map – listing down or drawing heavenly bodies seen during daytime • Assignment – Showing appreciation for things seen in the sky at daytime • pictures of sun, clouds, rainbow • video or slideshow presentation of the sky at daytime • video of explanation
- 47. CURRICULUM MAP Science Experiences 1 Page 47 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. daytime partner/group on a given task Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning and journal writing activity Communication • Identifying and describing objects in the day sky • Telling about clouds and rainbow • Describing the sky at daytime Creativity Drawing a picture of the sky during daytime or nighttime Literacy • Writing a poem about the objects in the sky • Writing a journal ICT Literacy Visiting a website to watch a video on explanation of day and night during daytime as seen in the picture • Video/slide presentation by watching a video or a slideshow presentation of the sky at daytime; identifying objects in and describing the sky as shown in the picture • Pair work by asking the pupils to do any of the following with their ATM buddy: o illustrate the sky at daytime o list down activities they do during the day o make a poem about things seen during daytime • Journal writing activity about objects in the day sky • Exercise about the daytime sky and objects in the sky Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests of occurrence of day and night • flashlight • globe or ball • pencil
- 48. CURRICULUM MAP Science Experiences 1 Page 48 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. LESSON 2 Nighttime Sky Name the natural objects that can be seen in the sky at nighttime Describe the things seen in the sky at nighttime Critical Thinking • Observing objects in the night sky using sense organs • Differentiating the sun from the moon • Analyzing a song • Inferring why stars are not seen during the day and why the sun cannot be seen at night • Interpreting a concept map Collaboration Working with a group to draw a picture of the nighttime sky Literacy and Communication Writing and sharing one’s answers to the questions in Express Your Learning Communication • Identifying the things found in the sky at nighttime • Describing and discussing about the moon based on pictures in Equip Yourself • Presenting outputs of activities to the • Song analysis of the “Twinkle, Twinkle, Little Star” • Analysis of a picture of a night sky • Collaboration activity and cooperative learning by working in groups to illustrate the night sky • Experiential learning • “I am a Young Astronomer” activity • Video presentation Formative • Concept map – listing down or drawing heavenly objects in the night sky • Activity on objects in the night sky • Exercises about objects in the night sky Summative • Questions in Express Your Learning • Teacher-made chapter test • Long tests • Items in Size Up! Showing appreciation for things seen in the sky at nighttime • pictures of moon, stars, sun and clouds • lyrics of the song • pictures of the moon’s surface and craters • pictures of the phases of the moon • pictures of constellations • sheets of cartolina
- 49. CURRICULUM MAP Science Experiences 1 Page 49 of 49 TEL. (632) 87120245 to 49 / 87406603 Locals 226 / 228 EMAIL: wecare@abiva.com.ph Copyright 2021 ABIVA PUBLISHING HOUSE, INC. All rights reserved. class • Acting as an astronomer for “I am a Young Astronomer” activity • Singing a nursery rhyme about a star Creativity • Drawing a picture of the night sky • Doing a talk show about objects in the sky ICT Literacy Visiting a website to watch a video about constellations