How to teach Earth and Space Science in Grades 1 and 2?

At this stage, students begin to appreciate the living and nonliving things that make up their
surroundings. Students learn that many things they use everyday come from the natural
surroundings so that there is a need to protect and use them wisely. They also become more
conscious about some natural events (e.g., typhoons and earthquakes), and the hazards associated
with them. They observe changes in the weather, including when the rainy season and dry season
occur in their locality. They watch objects in the sky more often so that they can observe changes
in their appearance.

Specifically, students in Grades 1 and 2 observe the land around their homes and school and
identify plants grown for human consumption.
 They investigate where the water they use comes from and suggest ways to save them.
 They give evidence or demonstrate that air is everywhere.
 They learn about the types of weather and the precautions to be observed during a
thunderstorm, especially if they are out of the house.
 They find out changes in the surroundings before and during typhoons.
 They make simple comparisons and identify simple patterns and associations; compare
what happens with what they expected to happen, and try to decide it in their own words.

 Most children would have experienced earthquakes so they should be able to follow
instructions during an earthquake drill as well as decide what to prepare in case their
families have to be evacuated to a safer location. When they observe the sky, they realize
that some objects are seen only during daytime, some objects are observed only at night,
while others can be seen both during daytime and at night. Finally, students are given
opportunities to share their experiences on how the natural events and objects in the sky
affect them and their families.

Focus Questions Science Ideas Sample Learners’

Performance
 Our
SurroundingsOur natural surroundings consist of many Describe the
things such as people, plants, and animals; surroundings around
What makes our natural rocks and soil; lakes and streams; hills and your home and
surroundings? mountains; sunlight and air. school.

We depend on our surroundings for many Identify which things

things that we use in daily life. are natural and which
are man-made.

List or draw the things

we use in daily life
that come from our
surroundings.
  Water
Water comes from different sources (e.g., Identify bodies of
Where does water come rain, streams, the sea, under the ground). water in the
from? community.
Water has many uses at home and in the
Why is water important? community. Describe how these
bodies of water are
used.

Identify sources of
water in the
community.

Describe how water is

used at home and in
the community.

 Weather
The weather can be sunny, cloudy, windy Use pictorial
What are the different or rainy. representations to
types of weather? describe the weather
The weather changes from time to time. in your community
What is wind? for a week.
Moving air is called wind.
Describe weather
Wind can move things. disturbances
experienced in the
community.

Tell what activities

can or cannot be done
during different
weather conditions.

 Natural Hazards
Typhoon Describe the effects
of typhoons on the
What happens during Typhoons bring strong winds and heavy community.
typhoons? rains.
Locate the evacuation
People can stay safe from typhoon hazards area in your
if they prepare ahead of time. community in cases
of typhoon and
flooding.
 Demonstrate what to
do before, during, and
after a thunderstorm
or typhoon.
What changes can you As a typhoon approaches, changes in the
observe in the weather occur (e.g., thicker and darker Describe the changes
surroundings when a clouds, stronger and gustier winds, heavier in the surroundings
typhoon is coming? rainfall). that accompany a
typhoon.

 Earthquake
During an earthquake, the ground shakes Describe what
What happens during and objects may fall. happens during an
earthquake? earthquake.

Most earthquake victims are hit by Follow instructions

collapsing walls or falling objects. during an earthquake
drill.
People can stay safe from earthquake
hazards if they prepare ahead of time.

People who live in different places are

How are different affected by earthquakes in different ways
localities affected by an (e.g. houses built on soil or sand will
earthquake? experience more shaking than those built
on solid rock; communities in coastal areas Using poster
may be hit by dangerous sea waves; illustrations, explain
villages located near or on slopes may be what to do before,
threatened by landslides). during, or after
earthquakes.
People can stay safe from earthquake
hazards if they prepare ahead of time.
 Astronomy
The Sun can be seen during the day while Name natural objects
What natural objects can stars can be seen at night. that can be seen
be seen in the sky? regularly in the sky.
The Moon can be seen during the day and
at night. Describe the
characteristics of
The Sun appears to rise in the morning natural objects in the
What changes can be and set in the afternoon. sky.
observed about the Sun
and Moon? The shape of the lighted part of the Moon
changes. Determine directions
using the rising or
 setting Sun as
reference.

Draw changes in the

appearance of the
Moon.

How to teach Earth and Space Science in Grades 3 and 4?

At this stage, students start to do more organized investigations and use simple technologies to
help solve some environmental problems.
 They learn to weigh the positive and negative effects of changing weather on the physical
environment as well as plants, animals, and human beings.
 Still giving emphasis on disasters preparedness, students start to interpret storm signals,
earthquake intensity scales, and read maps to know if their locality is near a fault.
 Their knowledge and skills related to natural hazards are increased by adding volcanic
eruption in the list.
 At this point, students learn to use models to explain objects and events that cannot be
handled or investigated directly.
 Specifically, students investigate how to improve the properties of soil for planting,
differentiate clean and polluted water, and identify the kind and sources of particles in
the air we breathe. They relate improper waste disposal to land, water, and air pollution.
They find out why water for drinking and domestic use is in limited supply. They learn
how to recover fresh water from sea water using the process of desalination.

Focus Questions Science Ideas Sample Learner’s

Performance
 Soil
Soil is made of fragments of rock, Given a soil sample,
What makes up soil? remains of dead plants and animals, describe what it is made of.
water, and air.
Given different soil
Soils may differ from each other in samples, classify them in at
color, texture, and capacity to hold least two ways.
water.

In what ways does soil The soil may become polluted due Do simple investigations to
become unsuitable for to wastes from different sources improve the quality of soil.
growing plants and other (e.g., used batteries, waste oil,
purposes? leftover thinner). Participate in school and
community activities to care
How can we protect the Polluted soil is harmful to living for and improve the
soil from being polluted? things. environment.
 Proper disposal of wastes can help Suggest ways of disposing
protect the soil from pollution. wastes properly.

 Water
Water can be polluted in different Describe bodies of water in
In what ways does water ways (e.g., household wastes the community.
become unsuitable for thrown into rivers).
living things?
Polluted water is harmful to living Compare clean water and
things. polluted water.
How can we protect our Proper waste disposal can help Describe how human
water resources? protect sources of water from activities can affect the
pollution. quality of water in bodies of
water in the community.

Predict what will happen if

the quality and quantity of
water in the community
continue to decrease.

Gather information on how

people can help protect
surface and underground
waters.

Suggest ways to dispose of

wastes properly.

Suggest ways to use water

wisely.

Cite laws related to water

pollution in the community.

Participate in school and

community activities to care
for and improve the
environment.
Why is there not enough Most of the water on Earth is in the
drinking water? Conduct interviews with
oceans.
older people about changes
in the quantity and quality
Not everyone has access to water of water supply in the
that is safe to use. community.
 Investigate the quality of
When people practice how to drinking water in the
conserve water, they can help community.
protect the environment.
Illustrate how water from
the source is purified in
your community.

Infer that freshwater is in

limited supply.

Illustrate how groundwater

near the sea may become
salty and unfit for drinking.

Illustrate how freshwater

can be recovered from
saltwater
(water desalination).
 Air
The air may become polluted in Compare clean air and
In what ways does air different ways (e.g., by polluted air.
become harmful to living burning trash, smoke from
things? vehicles).
Infer the sources of particles
How can we help keep Polluted air is harmful to living in polluted air.
the air clean? things.
Determine where the
Air pollution may be prevented or particles may be coming
reduced in many ways. from.

Explain how these particles

can be carried to places far
from the source.

Predict what will happen if

the quality of the air in your
community continues to
deteriorate.

Suggest ways to dispose of

wastes properly.

Identify ways to keep the air

clean.
 Cite laws related to keeping
air clean in your
community.

Report the results of

interviews with resource
persons on the effect of
‘smoke belchers’ on the
quality of air.

Project: Participate in
promoting clean air projects
(e.g., planting trees, making
posters).

 Weather
Weather events can damage Tell what activities can or
How does the weather property, harm people, destroy cannot be done during
affect the human crops, disrupt transportation and different weather
activities? telecommunications, and cut off conditions.
power and water supplies.

Give examples of positive

and negative effects of
different kinds of weather
on people, other living
things and the physical
environment.

Demonstrate safety
precautions, given varied
weather conditions.

Identify factors that affect

The blanket of air that covers the the weather.
whole Earth is called the
What is the atmosphere? atmosphere. Demonstrate how to
measure air temperature
Weather occurs in the lower part of using a thermometer.
the atmosphere.
What factors affect the
Compare the air
weather? Factors affecting the weather temperature between areas
include air temperature, humidity, with and
and rainfall. without trees.
 Describe the air
temperature, humidity,
rainfall, wind
condition, and cloudiness
during a particular weather
event.

Gather weather data (e.g.,

temperature, pressure, wind
speed, humidity, rainfall).
 Natural Hazards
Typhoons
The speed of the wind can be Demonstrate what to do
How can you tell how estimated using the wind scales (e.g. before, during, and after a
fast typhoon winds are? Beaufort Wind Scale) thunderstorm or typhoon.

The winds are the strongest near the

eye of a typhoon.

The storm signals give information Explain that typhoon signals

What do the storm about how fast the winds are, what are based on wind speed
warning signal mean? the effects may be, and how much rather than on rainfall
time you have to prepare. intensity.

People can stay safe from typhoon Suggest ways to prepare

hazards if they prepare ahead of your home and community
time. for the coming of a weather
disturbance (e.g., typhoons
or the monsoons).

Earthquakes
Where do earthquakes Earthquakes commonly occur along Using a hazard map, tell
occur? faults. Scientists make maps which whether your home is near a
show the location of faults. fault.

People can stay safe from Demonstrate what to do

earthquake hazards if they prepare before, during, and after an
ahead of time. earthquake.

How strong an earthquake is may be

How would you describe described using intensity scales Explain why different places
an earthquake? (e.g., Modified Mercalli Intensity experience different
earthquake intensities.
 Scale, Philippine Earthquake
Intensity Scale). Project: Prepare an
emergency kit to take in case
you have to evacuate your
home.
Volcanic Eruptions
What happens during When a volcano erupts, hot rocks Identify the nearest volcano
volcanic eruptions? and gases come out. in your locality.

People can stay safe from volcanic Describe some of the

eruption hazards if they prepare hazards resulting from
ahead of time. volcanic eruptions.

Demonstrate what to do
before, during, and after a
volcanic eruption.

How can you tell that a Volcanoes commonly show some Describe what effects can be
volcano is acting up? warning signs before they erupt. observed when hot, molten
rock is on its way to the
surface.

Astronomy Using illustrations or a

Why is the Sun We experience day and night model, explain why it is
important? because Earth turns on its axis. daytime in one place but
nighttime in other places.
Why does the shape of The shape of the moon appears to
the moon seem to change as it goes around Earth. Using illustrations or a
change? model, describe the changes
in the appearance of the
Moon.

How to teach Earth and Space Science in Grades 5 and 6?

At this stage, students learn about soil formation, which occurs over a long period of time and soil
erosion, which takes place rapidly. Students simulate how moving water changes the shape of the
land and look for indicators in the community that show such processes are taking place or had
taken place.
 They also study how the Sun affects water on the Earth’s surface to introduce the
water cycle.
 Students study the types of clouds and relate this to particular weather conditions.
They learn that Earth’s surface is unequally heated, creating high and low
atmospheric pressures in different places.
 They trace how typhoons develop. Students also learn about ITCZ and
monsoons (amihan and habagat) and how these phenomena affect people and
 the environment. Students design projects to include measurement of rainfall in
their locality and observation of the weather conditions overtime.
 They study why the Philippines or a certain place in the country is prone to
typhoons, why earthquakes occur, why volcanoes erupt, and why landslides
occur.
 They are taught how to read and use a map to trace the path of a typhoon,
interpret news reports about typhoons correctly, learn that earthquakes cannot
be predicted up to now, and identify areas prone to landslides.
 Students’ interest in the heavenly bodies and the unknown are enhanced with
the discussion of the properties of the eight planets of the solar system to enable
them to infer if any of these planets can support life as we know it. They learn
about stars and constellations, and how knowledge of such helps in determining
directions.

Focus Questions Science Ideas Sample Learner’s

Performance
 Soil
Soil is formed when rocks Explain how weathering of
Where does soil come from? break into pieces and decay rocks occurs (e.g., effect of
through weathering. plants and animals, rusting of
iron in rocks, exposure to sun
The formation of soil takes a and rain, exposure to gases in
very long time. the air).

Simulate weathering of rocks.

Explain why it takes a long time

for rocks to weather.

Soil may be carried away by Identify the different layers of

running water or the wind. the soil profile.
What happens to soil when
it rains? Human activities speed up Identify agents of erosion in the
soil erosion. community.

People need to conserve and Investigate how soils may be

protect soil resources for transferred to other places.
future generations.
Illustrate how sediments are
carried away from the
mountains to bodies of water
when it rains.

Illustrate with examples how

soil erosion affects people,
plants, animals, and the physical
environment.
 Demonstrate ways to minimize
the effects of soil
erosion.

 Water

Energy from the Sun drives Give evidence that water in the
How does the Sun affect the the movement of water in a environment undergoes
water on Earth’s surface? process called “water cycle.” evaporation, condensation and
precipitation.

In one stage of the water Trace where water supply in the

cycle, water is brought to community originally
various areas on Earth by comes from.
clouds.
Illustrate how rainwater is
stored in watersheds.

Infer why vegetation cover in

watershed areas is important.

Enumerate the importance of

watersheds.

Relate the effect of destruction

of watersheds to flooding or
drought.

Suggest ways to protect

watersheds in the community.

Participate in projects
conserving and protecting
watershed areas.

Running water is the Give indicators that the land

What is the role of water in primary cause of erosion surface changes.
processes that change the which leads
shape of the land? to various changes in the
landscape.

Water can carry materials

from place to place (e.g.,
sand
 is carried by streams to the
sea).

 Weather
Unequal heating of Earth’s Explain how wind is formed
What makes air move? surface by the Sun makes based on the movement of
the cool and warm air.
air move.
Explain why the wind blows
Rising warm air leads to low from a body of water during
atmospheric pressure. the day while it blows towards
the body of water during the
Typhoons form in low night.
pressure areas.
What are the different types Differentiate or draw the three
of clouds? Clouds may be classified main types of clouds.
into cumulus, stratus, or
cirrus Describe what kind of weather
clouds. is related to the different types
of clouds.

Explain that air moves from

high pressure to low pressure
areas.
Measure and record rainfall in
the area once a week during
the school year.

What weather patterns affect Distinguish amihan from

your community? habagat.
Every year, the Philippines
is affected by monsoons, the
ITCZ, and tropical cyclones.

The weather in one place

may be different from the
weather in another place.
 Natural Hazards
Typhoons Use a map to show the
boundaries of the Philippine
Why is the Philippines The Philippines is Area of Responsibility. (Under
prone to typhoons? surrounded by large bodies what conditions do typhoons
of warm water where form?)
tropical cyclones commonly
form. Use a map to show where
typhoons commonly form.
 People can stay safe from Use a map to show the path
typhoon hazards if they (track) of typhoons.
prepare ahead of time.
Explain why typhoons weaken
when they encounter land.

Demonstrate what to do before,

during, and after a
thunderstorm or typhoon.
 Earthquake
Hazards brought about by Locate the nearest high ground
What hazards do earthquakes include ground in your area and describe how
earthquakes bring? shaking, landslides, and to get there.
tsunamis.
Identify hazards resulting from
What is a tsunami? A tsunami is a powerful sea earthquakes.
wave that can move inland,
causing harm and great Demonstrate what to do before,
destruction in coastal during, and after an
communities. earthquake.

People can stay safe from Demonstrate what to do before,

earthquake hazards if they during, and after a
prepare ahead of time. tsunami.

Show how you can help others

during and after an
earthquake.

Earthquakes are caused by Locate and describe how to get

What causes an earthquake? the sudden movement of to the nearest evacuation
rocks underground. center in your community.

When the seafloor suddenly Choose materials to take in case

moves, the water above it is you need to evacuate
set into motion and tsunamis your home.
are formed.

Volcanic Eruptions
What do the volcano alert Volcano alert levels give Demonstrate what to do before,
levels mean? information about changes during, and after a
in volcanic eruption.
the ‘behavior’ of a volcano
and how soon an eruption is Interpret volcano alert signals
expected. and suggest what people
 People can stay safe from should do vis-a- vis the alert
volcanic eruption hazards if signal.
they prepare ahead of time.
Why are there volcanoes?
In some places inside Earth, Identify the nearest active
rocks melt, and the molten volcano in your province.
rock rises to the surface and
forms volcanoes. Determine the safest and most
efficient route for rescue
purposes using a map.

Landslides
What can trigger landslides? Landslides may be triggered Identify natural phenomena in
by heavy rains, an the community that could
earthquake, or volcanic trigger landslides (or other
activity. similar processes).

Which areas are prone to Landslides are likely to Identify places in the
landslides? occur along slopes that are community where landslides (or
steep, other similar processes) may be
made of broken rocks, a threat.
saturated with water, and
lack Demonstrate what to do before,
vegetation. during, and after a
landslide.
People can stay safe from
the hazards related to Design projects on how to
landslides if they prepare protect your community from
ahead of time. hazards related to landslides.
Astronomy
How are the Sun and the The Sun is located in the Compare and contrast the eight
planets arranged in the solar center of the solar system. planets.
system?
Eight planets orbit the Sun. Identify the planets in the Solar
System.
The inner planets are small
and made of rock while the
outer ones are large and
made of gas.

Most of the planets have

moons.
Infer the characteristics of stars
What are stars? Stars are objects like the Sun by describing the
but very far away. characteristics of the Sun.
Constellations are groups of Practice locating directions
stars that occupy a certain using a particular star (e.g.
area in the sky. Polaris) and or group of stars
(e.g., Southern Cross) as
reference
points.