ELEM ED 13: TEACHING SCIENCE IN THE INTERMEDIATE

MIDTERMS
2ND SEMESTER AY 2024-2025
Grade 4

Third Quarter - Force, Motion, and Energy

The learners will learn that science processes help in observing and predicting how things
move, and that pushes and pulls can change the position and shape of objects. Gathering
scientific information helps explain the behavior of objects and materials. Magnets affect
some objects and materials without touching them. Energy is present whenever there is
movement, sound, light, or heatEM

Learning competencies:

•Participating in guided activities to discover and predict how rigid and soft objects can be
moved and/or changed in shape.

•Measuring accurately the distance and time when things move using simple equipment.

•Identifying that how far an object moves in a given time is called speed.

•Constructing and labeling simple graphs of different speeds including stationary and uniform
speeds, both fast and slow.

•Participating in guided activities to demonstrate that pushes and pulls can be used to
change the speed and direction of an object including making it go faster, turn it to a
different direction, slow it down, and stop it.

•Demonstrating through guided activities that pushes and pulls can be used to change the
speed and direction of an object.

•Determining how forces can change the shape of objects such as when they are pushed,
pulled, stretched, bent, twisted, or squeezed.

•Carrying out guided investigations to identify the properties of magnets, including how
they affect other magnets and objects made of different materials.

•Identifying examples of how objects can affect other objects even when they are not in
contact with each other, such as magnets attracting other objects, light from the sun affecting
our eyes, and skin, and loud noises hurting our ears.

•Identifying that energy is something that can cause change including light, sound, and
heat energy.

•Observing and identifying sources and uses of light, sound, and heat energy at school, at
home, and in the local community

By the end of the quarter, learners will use simple equipment and processes to measure and
record data related to movement and describe and predict the way things around them move
using more scientifically technical language and concepts, such as speed and force.They will
demonstrate an understanding that science processes are used to gain deeper understanding
about forces and energy that cannot be seen directly, including the properties of magnets,
light, sound, and heat. Learners will apply their observation skills and objectivity to identify
where energy is evident in their local communities and how it is used by people.

Fourth Quarter - Earth and Space8 The learners will learn that soil and water resources
are needed by plants and animals to live and grow. Characteristics of the weather can be
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observed and measured. The Sun is a ball of hot gases about 100 times the size of Earth,
which radiates light energy needed by living things.

Learning competencies:

•Participating in guided activities using simple equipment to compare different types of soil
including sandy, clay, silt, and loam, including comparing the ability of the soils to hold water.

•Recognizing that water is one of the basic needs of plants and animals.

•Participating in a guided investigation to identify the effect of different types of soil on the
growth of plants.

•Identifying some of the basic characteristics used to describe the weather, such as air
temperature, air pressure, wind speed, wind direction, humidity, rain, and cloud cover.

•Using weather instruments to measure and record some of the characteristics of weather
during a school day.

•Examining a local weather chart to make simple interpretations about the local weather and
how it might change and describe and practice safety precautions to use during poor or
extreme weather conditions.

•Describing some of the overall characteristics of the Sun, such as its composition, its size,
and the main energy it radiates.

•Describing the changes in the direction and length of shadows from a shadow stick and use
the information to infer why the Sun changes position during a day.

•Making suggestions about the importance of the Sun to living things for a group or class
discussion and confirm and record ideas by referring to trustworthy secondary sources of
information .

By the end of the quarter, learners will use simple equipment to identify how types of soil hold
water to support the growth of plants . They will use instruments and secondary sources to
measure and describe the characteristics of weather and use the information to make
predictions about weather patterns in their local area . They will demonstrate appreciation for
the dangers of extreme weather events and use safe practices to protect themselves if they
are caught in bad weather . Learners will use personal observations and reliable secondary
information sources to describe the Sun and explain its importance to life on Earth.

Grade 5

Third Quarter - Force, Motion, and Energy

The learners will learn that science investigations provide evidence to support predictions
and explanations. Forces are pushes or pulls that act in a specific direction. Friction is an
everyday force created by two surfaces interacting. Gravity causes all objects to fall towards
the ground. Static electricity occurs when some materials rub on other materials causing
charges to jump. Electric current requires a pathway for charges to flow.

Learning competencies:

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

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•Planning and carrying out a scientific investigation to determine the effect of different
surfaces on the size of frictional forces.

•Demonstrating how friction can produce heat and investigate ways of reducing and
increasing friction.

•Identifying gravity as a non-contact force that affects the behaviors of materials and objects
on Earth in predictable ways.

•Predicting and explaining whether heavier objects will fall faster than lighter objects due to
the force of gravity.

•Observing and describing the effects of gravity on the motion of an object.

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

•Assembling and drawing a simple circuit using batteries, wires, switch, and bulb and/or toy
motor or buzzer.

•Designing and constructing a simple electrical circuit to identify what materials will conduct
electricity and use it to identify materials from the environment that will and will not conduct
electricity.

•Making a simple electromagnet and observing and recording its properties .

By the end of the quarter, learners will 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 will plan and carry out valid and reliable scientific investigations to
explore frictional forces by identifying and controlling variables. Learners will demonstrate
understanding of the basic features of static electricity and electric current and explain and
recognize applications of forces and electrical energy in the home and community.

Fourth Quarter - Earth and Space

The learners will learn that landforms influence living and non-living components of the
environment. Rocks are composed of grains of minerals that break down to form soil.
Weathering and erosion shape the Earth’s surface by breaking down and transporting rocks.
The Water Cycle includes processes of evaporation, precipitation, and transportation.
Weather disturbances feature low pressure, strong winds, and storms. The planets and
moons vary in physical features and composition. Phases of the Moon depend on its position
relative to Earth and Sun.

Learning competencies:

•Identifying local examples of natural landforms and bodies of water such as mountains,
valleys, rivers, and coastlines, and describe how they influence non-living and living
components of the environment.

•Exploring the school grounds or the local area to observe or collect different types of rocks,
describing their similarities or differences in terms of their features, such as texture, color,
and grain crystal size.

•Classifying common rocks from provided samples using a simple rock classification system,
such as a dichotomous key.

•Explaining how soil is formed from rocks and minerals.

•Explaining the role of the water cycle in the environment.

•Constructing a model to communicate some of the key processes in the water cycle.

•Describing the importance of the Sun to all forms of life on Earth.

•Describing the different common types of weather disturbances in the Philippines and
their effects.

•Identifying safety precautions during different weather disturbances.

•Describing the solar system as composed of the Sun, planets, and other celestial bodies.

•Making 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 that people see from Earth.

By the end of the quarter, learners will relate changes in landforms and earth materials to
processes and effects of the water cycle. They will explain the causes and impacts of extreme
weather and identify appropriate and safe ways to respond to such events. They will
demonstrate curiosity as they make detailed observations guided by science classification
systems and demonstrate creativity in communicating information about earth processes to
other people. They will show an appreciation of the scale of space in describing the features of
the solar system and use models to communicate significant relationships and movements.

Grade 6

Third Quarter - Force, Motion, and Energy25 The learners will learn that simple
machines allow people to change the direction and size of forces. Waves transfer energy
between source and receiver. Science processes and concepts help solve everyday problems.

Learning competencies:

•Observing and describing examples and uses of simple machines found at home, at school,
and in the community.

•Demonstrating through guided investigation the advantages and limitations of simple

•Carrying out fair tests to show how levers can be used to change the magnitude and
direction of a force.

•Identifying that waves carry energy from a source to a receiver.

•Carrying out investigations with water waves in a ripple tank, a big tub of water or
improvised ripple tank and observe and describe the features of the waves including their
shape (crests and troughs), size (width and height), and patterns of movement (how they
bend or reflect off walls).

•Researching using secondary sources to identify how the properties of waves are described
using scientific terms such as amplitude, frequency, wavelength, and velocity.

•Identifying differences and similarities between longitudinal waves and transverse

•Demonstrating using simple models how longitudinal waves and transverse waves carry
energy.

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•Identifying some examples of longitudinal waves and transverse waves.

•Describing and explaining how sound changes when the source or the receiver are moving28
.

By the end of the quarter, learners will demonstrate objective inquiry by carrying out
investigations to critically observe patterns and systems scientifically. They will support their
observations and conclusions using secondary sources to explain occurrences and concepts
using technical scientific language. They will use critical thinking skills and creativity to make
models and other devices to communicate their understanding to other people.

Fourth Quarter - Earth and Space

The learners will learn what volcanoes are and how they are formed. The Earth’s rotation on
its axis and its revolution around the Sun cause predictable patterns such as day and night
and the seasons. Ancient people observed patterns in the sky and developed ways to
interpret them.

Learning competencies:

•Explaining what volcanoes are and how they are formed.

•Locating the Philippines on a world map and describe its position in relation to the
continents.

•Gathering information from secondary sources to explain why the Philippines is prone to
volcanic eruptions and earthquakes.

•Describing the different seasons in the Philippines and the characteristics appropriate for
each season.

•Demonstrating the rotation of the Earth on its axis using a globe to explain day and
night.

•Making a Sun-Earth-Moon system model to demonstrate and explain the observable

•Explaining why ancient human cultures relied on constellations to indicate directions and
verify seasons.

•Gathering information from local indigenous community members or from reliable secondary
sources to investigate ways that indigenous people of the Philippines represented and
communicated understandings of the predictability of solar and lunar eclipses, and
patterns/interpretations in the night sky and their use for tracking time .

By the end of the quarter, learners will appreciate that volcanoes can have unexpected and
severe impacts on communities and that the uncertainty and impacts of unpredicted
eruptions can be offset by understanding and following alerts from authorities. Learners will
appreciate the predictability of patterns in the natural world including day and night, and the
seasons, and respect explanations of phenomena using scientific inquiry and objectivity

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 SCIENCE GRADES 4-6: FORCE, MOTION, ENERGY, AND EARTH & SPACE

Name: _______________________________ Date: _______________

Part 1: Force and Motion

(Grade 4 - Third Quarter, Grade 5 - Third Quarter, Grade 6 - Third Quarter)

Instructions: Read each question carefully and provide your answers.

1.(Grade 4) Give two examples of how a push or a pull can change the speed or direction of
an object.

Example 1: ___________________________________________________________________

Example 2: ___________________________________________________________________

2.(Grade 4) What is it called when we measure how far an object moves in a certain amount
of time?

3.(Grade 5) Imagine you are pushing a toy car on a smooth floor and then on a carpet. On
which surface will the car stop more quickly? Explain why, using the idea of friction.

4.(Grade 5) What is the non-contact force that pulls all objects towards the ground? Give an
example of its effect.

Force: ______________________________________________________________________

Example: ____________________________________________________________________

5.(Grade 6) Name two examples of simple machines that make it easier to move or lift heavy
objects.

Example 1: ___________________________________________________________________

Example 2: ___________________________________________________________________

6.(Grade 6) How do waves transfer energy from one place to another? Give an example.

Explanation: _________________________________________________________________

Example: ___________________________________________________________________

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Part 2: Energy (Light, Sound, Heat)

(Grade 4 - Third Quarter, Grade 5 - Third Quarter, Grade 6 - Third Quarter)

Instructions: Answer the following questions.

7.(Grade 4) Give two sources of light energy and two ways we use light energy in our daily
lives.

Sources of Light Energy:

Uses of Light Energy:

8.(Grade 4) How can very loud sounds be harmful to people? Give one way to protect yourself
from loud sounds.

Harmful Effect: _______________________________________________________________

Protection: __________________________________________________________________

9.(Grade 5) How is heat involved when water changes from a liquid to a gas (like when water
boils)?

10.(Grade 6) Musical instruments use the properties of sound waves. Give one property of
sound waves and explain how it can be changed in a musical instrument.

Property: ____________________________________________________________________

How it's changed: ____________________________________________________________

Part 3: Earth and Space

(Grade 4 - Fourth Quarter, Grade 5 - Fourth Quarter, Grade 6 - Fourth Quarter)

Instructions: Fill in the blanks or answer the questions.

11.(Grade 4) Name two non-living things found in our environment that are sources of useful
products.

12.(Grade 4) We use instruments to measure characteristics of the weather, such as air

13.(Grade 5) Rocks are broken down to form __________. What are two things that can cause
rocks to break down?

Fill in the blank: ___________________________________________________________

Causes of breakdown:

14.(Grade 5) Name the three main processes in the water cycle.

15.(Grade 6) What are volcanoes, and what can they release when they erupt?

What are volcanoes: _________________________________________________________

Things released during eruption: _______________________________________________

16.(Grade 6) What causes day and night on Earth? Use the term "rotation" in your answer

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https://www.academ-e.ph/wp-content/uploads/2023/09/Science-CG-2023.pdf

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