TEACHING SCIENCE IN ELEMENTARY GRADES

Science is the systematic study of the structure and behavior of the physical and natural
world through observation, experimentation, and the testing of theories against the evidence
obtained.
Scientific Ways
Science works in specific ways, We have to remember that:
1. Science relies on evidence from the natural world. This evidence is logically
examined and interpreted by scientists using reasoning.
• Science is based on observable, measurable, and testable evidence gathered
from the natural world. Scientists use logical reasoning to analyze this
evidence, ensuring conclusions are objective and reliable. This is done
through experiments, observations, and data collection.
2. Although we must be flexible in our thinking, we should still follow the scientific
process guided by some parameters.
• Although scientific discovery requires an open mind to new ideas, it must
still follow a structured process—hypothesis formation, experimentation,
observation, and conclusion. Scientific parameters such as repeatability,
peer review, and falsifiability ensure that conclusions are reliable and not
based on mere speculation.
3. Science is embedded within the times, so that as man continuously develops
technology and instruments for discovering the nature of the world around us, so
does our understanding of the world improve. Therefore, there is no conclusion to
science. It is always a work in progress and always tries to correct itself.
• Science evolves as new discoveries and technological advancements refine or
challenge existing knowledge. There are no absolute conclusions in science—
new evidence can lead to revisions or even the rejection of previous theories.
Scientific knowledge is constantly updated through new experiments and
research.
Scientific Principles
Science has the following principles:
1. Science assumes that we can learn about the world by gathering evidence using our
senses and the extensions of our senses, such as tools or equipment.
• Science is based on the assumption that we can explore and understand our
environment through careful observation. While our five senses (sight,
hearing, touch, taste, and smell) help us gather evidence, they have
limitations. To overcome these limitations, scientists develop and use
specialized tools and equipment that extend human perception. These tools
allow us to detect things that are too small, too distant, or outside our sensory
range.
2. Science uses and tests evidence from the natural world in order to explain science
concepts or phenomena substantially.
• Science is not based on guesswork or personal beliefs—it is grounded in
evidence that is observed, tested, and verified through experiments. Scientific
explanations must be backed by empirical data collected from the natural
world.
3. Science is a process of continuously learning about the world around us. Just like
knowing about the existence of an atom even if no one has ever seen one. Or
 TEACHING SCIENCE IN ELEMENTARY GRADES

knowing that creatures have lived in the past, thousands of years ago, even if no
person has seen these creatures in their own lifetime.
• Science is not based on guesswork or personal beliefs—it is grounded in
evidence that is observed, tested, and verified through experiments. Scientific
explanations must be backed by empirical data collected from the natural
world.
4. Scientific claims are tested and accepted based on observations and rejected if these
fail the test. In other words, scientific claims are subject to peer review and
replication, from which scientific theories may be developed.
Science does not accept claims based on opinion or authority alone. Every scientific idea
or discovery must be rigorously tested and reviewed by other experts before it is accepted
as valid. The scientific method ensures that claims are supported by strong evidence,
reproducibility, and peer evaluation.
Steps in the Scientific Method
This is a process where one carefully gathers and examines evidence by doing experiments,
running tests, and exploring observations in an effort to answer some questions in a logical
manner. However, we must remember that although there is such a process, people must
still be flexible and open-minded in analyzing pieces of evidence.
1. Make an observation
A good observation can help you create great questions.
• For example, what if you tried to cook rice in a rice cooker and plugged it, but
your rice is not cooking?
2. Ask a question

Once you observe something and are curious about it, you start asking questions about it.
The questions usually start with who, what, where, when, why, and how. In the case of the
rice cooker situation on the previous page, you may ask: "Why is my rice not cooking?"

3. Do some background research

Find out if other people have asked the same question before. To make sure you do not
repeat what has been done and to avoid making the same mistakes by scientists in the
past, you can do some research about the topic you are curious about. When you research
online, search for study, research, or meta-analysis. Read as much as you can about your
topic.
4. Make a hypothesis
It refers to an educated guess about how things work. This hypothesis may not necessarily
be the correct answer, but a potential explanation or answer that can be tested. In the rice
cooker situation, you might hypothesize: "Perhaps the outlet is broken." You can do one
hypothesis at a time. It would not be strange if other people have a different hypothesis
from yours. One might say, "Perhaps the chord is broken," another might say, "Perhaps I
forgot to press the ON button." Anyway, each of you could pursue your own hypothesis. Or
if you pursued your first hypothesis and it turned out not to be correct, then, you pursue
another hypothesis.

5. Make a prediction
You can make a prediction of what might happen if you do something to the thing you are
curious about. We predict what might happen if we do something. In the rice cooker
situation, if we hypothesize that, "Perhaps the outlet is broken," then, we predict that: "If
we plug the rice cooker to a different outlet, then, it would work." If, however, your
 TEACHING SCIENCE IN ELEMENTARY GRADES

hypothesis was, "Perhaps the chord was broken," then, your prediction would be: "If I
change the chord, then, my rice cooker will cook my rice." On the other hand, if your
hypothesis was, "Perhaps I forgot to press the ON button," your prediction would be:
"Perhaps if I press the ON switch, the rice cooker will work."
6. Do an experiment.
This is to test your prediction. You start doing the experiment, then collect data, gather
measurements, and analyze the results of your experiment. This step can be done as many
times as possible until you have the right hypothesis and test method. In the case of the
rice cooker situation on the previous page, you go ahead and plug the rice cooker to a
different outlet and check if it will work.
7. Analyze your data
You may put the results of your experiment in tables or graphs to make it easier to analyze.
The results of your experiment may prove that your hypothesis is correct or wrong. You
may decide to repeat your experiment to make sure your results are the same. Or someone
else might check if he/she can get the same results if he/she does your experiment also. If
your rice cooker does cook rice, then, your hypothesis is supported or is most likely correct.
If your rice cooker does not cook rice still, then, your hypothesis is not supported and is
likely wrong. It is time to test another hypothesis.
8. Draw your conclusion
After analyzing your data and presenting it in tables, charts, or graphs, you can state a
conclusion based on evidence. You cannot conclude that your experimental results are
100% correct all the time. However, you can gather a lot of evidence that it can be correct.
In the rice cooker situation, if you tested the outlets, then the chord, and both did not work,
then tested for the ON button and it worked, then, you can conclude that the rice was not
cooking because you forgot to click the ON button.
9. Tell people about what you found out

Communicating the results of your experiment in an oral presentation and/or in written

form in a poster or a journal helps other people who are interested in the same topic to
interact with you, so that you can all form a good conversation about the topic you are
curious about.
Many of the steps here you may be doing automatically. So, this list can actually be
shortened to: (1) observe and ask questions, (2) research, (3) formulate a hypothesis and
predict, (4) test your hypothesis, (5) analyze and conclude, and (6) share the results.

• If a claim fails these tests, it is rejected or revised.

 TEACHING SCIENCE IN ELEMENTARY GRADES

PHYSICS
Competency: Describing The Position of A Person or An Object in Relation to Reference
Points

POSITION
• is a place where a person or an object is located or has been put.
Example:
o The blackboard is behind the teacher.
o The cat is under the chair.
o The pupil is inside the tricycle.

REFERENCE POINT
• is a person or an object used to describe the position of other person or object.
Example:
o The blackboard is behind the teacher.
o The cat is under the chair.
o The pupil is inside the tricycle.
REMEMBER: When describing the position of a person or an object, we can make use of a
reference point.

Competency: Identifying Things that can Make Object Moves

MOTION FORCE
• is the changing of position of an object. • is a push or a pull that make objects move.
Things that can make objects move:
1. People
▪ it can move objects by pushing and pulling.
2. Wind
▪ it can move things when it blows strongly.
3. Water
▪ it can move things.
4. Magnets
▪ allows object made from metal to move.

Competency: Describing the Movement of Objects

▪ The movement of objects depend on the FORCE acting on them.

The movement of objects can be classified according to these categories:
1. Fast and Slow motion
o An objects moves FAST when the force acting on it is STRONG.
 TEACHING SCIENCE IN ELEMENTARY GRADES

o An objects moves SLOW when the force acting on it is WEAK.

2. Moving Forward and Backward
o Pushing moves the object Forward.
o Pulling moves the object Backward.
3. Stretching and Compressing
o Stretching- makes an object larger or bigger.
o Compressing- makes an object shorter or smaller

Competency: Explaining the Effects of Force Applied to an Object

FORCE is a push or pull applied to an object.

For example; A man pushing a cart. A boy pulling a cabinet.
There are different effects when force is applied to an object.

• FORCE can change the shape of an object.

For example;
The parked car in good condition and in perfect shape. Because of the force from a moving
truck, it shape has changed. Thee force came from the moving truck.

• FORCE can make a change in position of an object or move from one place to another.
For example;
A stagnant ball suddenly rolls down the stairs because the wind blew it.The force
came from the wind.
• FORCE can change the direction where the object is going.
For example;
A ball continuous movements to the left can suddenly move towards the right, if
kicked to that direction. The force came from the kicked
• FORCE can change the speed of a moving object. The stronger the force applied to an
object, faster it moves.
For example;
A baseball hit hardly will move in a much faster speed.
A baseball hit softly will move in o much slower speed..

Competency: Practicing Safety Measures in Physical Activities and proper Handling of

Materials
▪ Safety Measures are steps taken to make sure safety and protection is given importance.
When engaging in physical activities such as playing outdoor games or sports, and
handling of materials such as water, soil and other l, we should keep in mind some safety
measures.

Physical Activities

1. Before engaging in physical activities make sure that you are physical fit and healthy.
2. Your parents, teachers, or guardians should know about any physical weakness you
have.
3. Make sure you have enough energy for physical activities.
4. Wear proper clothes and gear for your physical activities.
5. Perform warm up exercise before doing physical activities.
6. Make sure that are breaks in between physical activities.

Proper Handling of materials

1. Make sure to perform experiment in school laboratories or other safe

environment, and under the guidance of the teacher of laboratories technician.
2. Wear appropriate uniform and gear when handling materials.
 TEACHING SCIENCE IN ELEMENTARY GRADES

3. Wash your hand before and after handling and materials.

4. Listen and pay attention to the instructions given by teacher. Do not touch
materials that are not part of your experiment.

Competency: Describing Motion by Measuring Speed

Motion
• is a change of an object of an object over a period of time.
• expressed in terms of distance, time, and speed.
Distance
• It tells how far is traveled from one point to another.
• It is usually expressed in terms of centimeters(cm), meter(m), kilometer(km), inch(in),
and foot(ft).
Example:
• The woman has traveled a distance of 12 meters.
Time
• It expresses how long an event, or an action took place.
• It is usually expressed in second(s),minute(min),hour(h),day, week, month, and year(yr).
Example:
• The clock shows that the class at 7:00 am and ends at 4:00pm.It takes 9 hours from
the start to the of the class.
SPEED

• Expressed how fast an object traveled a distance over a period of time.

• It is usually expressed in terms of a unit of a distance over a unit of time: feet per
second (ft/s),meter per minute (m/min),kilometers per hour (km/h).
• It can be calculated by dividing the distance traveled by the object over the time
required to complete the action.

Competency: Inferring How Friction and Gravity affect Movements of Different Objects

FRICTION
▪ Friction is a force that results when two objects are rubbed together.
o It holds back the movement of a sliding object.
o It also acts in the opposite direction of the object's movement.
Friction also generates heat.
As we apply force on an object either by pushing or pulling, a parallel force that is opposite in
direction as the force is applied to it. This force is called force frictional.

Types of Friction
▪ Dry friction- happens when round objects roll over a surface.
▪ Fluid friction - happens between air or water.
▪ Rolling friction- happens when round objects roll over a surface.
ADVANTAGES
Without friction, walking or moving in a steady manner will be difficult. Friction enables us to
walk or move steadily.
▪ Friction is present between the surface of the shoes and the ground.

Some object to object contacts require friction to fulfill important tasks.

▪ Without friction, you cannot complete a project in carpentry.
▪ A nail will always slip when you hit it onto a piece of wood. This is only possible
because of friction.
 TEACHING SCIENCE IN ELEMENTARY GRADES

DISADVANTAGES
Some objects get ruined or destroyed because of too much exposure to friction. As a result,
materials are worn out or torn apart.
▪ Tires experience friction all the time as they are rubbed with the surface of rough
roads. In some cases, tires get worn out especially if the rubber material is too thin.

Some objects need less friction in order to function. The presence of too much friction
hinders certain objects' functions.
▪ Oil is used to lubricate some machine parts for these to be able to function.

GRAVITY
Gravity is a force that pulls two things together.
• It is the force that pulls objects to the center and keeps objects on Earth still.
• It is also said to be the force exerted by a bigger body to pull a smaller body closer.

Any material that has mass experience gravitational pull.

• Planets and other heavenly bodies also experience gravity.They stay in their orbits and
revolve around a bigger central mass.

Gravity is also responsible for giving any object its weight.

• Weight is equal to the value of mass multiplied by the value of the acceleration due to
gravity, g. In earth: g = 9.81 m/s²

Example:
Max has a mass of 40 kg. On Earth, he weighs,
Weight, Max = 40 kg X 9.81 m/s²
Weight, Max = 392.4 kg m/s²

We can conclude that mass is different from weight in such a way that weight is influenced
by gravity.

Is there gravity in the moon?

The pull of gravity on the moon is less than the pull of gravity on Earth.
When in the moon, the object's weight is 1/6 of its weight on Earth.

Competency: Discussing Why Some Materials Are Good Conductors Of Heat And
Electricity
Materials can be classified as conductors or insulators depending on how they interact
with heat and electricity.
▪ Conductors- Materials that allow heat and electricity to pass through them.
Conductors are able to allow heat and electricity to flow through them because
of electrically charged particles that freely travel and collide with each other.
▪ Insulators- Materials that do not allow heat and electricity to pass through
them. Insulators on the other hand do not have electrically charged
particles that can freely travel. They can only vibrate on their places.
▪ Thermal conductors allow heat to flow through easily while Thermal
insulators resist the flow of heat. Glasses and ceramics are excellent thermal
conductors but are not good electrical conductors. This is the reason why
they are more used as cooking wares than as electrical components.
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Competency: Describing Simple Machines Characteristics And Uses

Simple machines make it easier for us to perform work and other activities.
1. Lever
It has a long, stiff beam or bar resting, and a fulcrum. it is used to carry of lift
heavy objects easily.
A Lever consists of three main parts: the fulcrum, the load, and the effort.

• The fulcrum is where the rod or beam pivots.

• The load refers to the weight carried by a lever.
• The effort is the force applied to do the actions.
First Class Lever
The fulcrum is located between the load and the effort.
Example: Seesaw
• Fulcrum: The central pivot point
• Effort: A person pushing down on one side
• Load: The weight of the person on the opposite side
Other Examples: Crowbar, Scissors, Pliers

Second Class Lever

The load is positioned between the fulcrum and the effort.
Second-Class Lever (Load in the Middle)
Example: Wheelbarrow
• Fulcrum: The wheel at the front
• Load: The contents inside the wheelbarrow
• Effort: The person lifting the handles
Other Examples: Nutcracker, Bottle Opener

Third Class Lever

The effort is at the middle the load and fulcrum, which are at the opposite ends at the
beam.
Third-Class Lever (Effort in the Middle)
Example: Tweezers
• Fulcrum: The fixed end near where it is held
• Effort: The fingers applying pressure in the middle
• Load: The object being gripped
Other Examples: Fishing Rod, Broom, Stapler

2. Pulley is made up of the at least a wheel with a rope looped at it. it is used to lift
heavy things.
There are three types of pulleys: fixed pulley, movable pulley, and combined pulley.
 TEACHING SCIENCE IN ELEMENTARY GRADES

FIXED PULLEY

• Attached to a solid surface and does not move. It is used to lift something up
by pulling the rope down. Example: Flagpole pulley
MOVABLE PULLEY

• Composed of a rope and belt chain or rope wrapped around a wheel. used to
lift something up by pulling the rope down. The common example are hook,
hinge or wall. Example: Zipline pulley
COMBINED PULLEY

• Composed of two or more pulley. Example: Crane Pulley

3. Inclined plane is a flat surface titled at an angle forming an incline, like a ramp. it
is used more heavy objects easily to higher place not by lifting but by pushing.The
greater the distance covered, the easier it is to push a load in an inclined plane since
less effort is needed. When the distance traveled changes, the effort or force applied
changes. the result of work remains similar for the two inclined planes. (work =
force x distance)

4. Wedge is a combination of the two inclined planes put together to the form a sharp
edge. Wedges are used to cut objects, put objects in place, and push two objects
apart. The narrower the wedge or the sharper the edge of the wedge, the easier it
cuts an object or pushes two things away from each other. Another example of wedge
are door, stopper, knife, and nail.

5. Screw is a long, usually thin, and simple machines that has inclined planes
wrapped helically or spirally around its cylinder or rod. A screw does its work when
it is rotated. By rotating the screw, one may tighten or loosen it. A screw can hold
things together. A screw can lift heavy loads. A screw can be used to press, crush
or make holes through objects.
 TEACHING SCIENCE IN ELEMENTARY GRADES

EARTH SCIENCE
Competency: Describing How Rocks Turn Into Soil

Weathering results in various rock formations and landforms. Rocks and minerals found
on the Earth’s surface are broken down or dissolved into the soil in the process called
weathering.
Types of Weathering:

• Mechanical Weathering
o Physical weathering is the process of breaking down rocks and
minerals. This changes their physical characteristics. Temperature
change and rock and plant movement are some of the factors that
contribute to mechanical weathering
• Chemical Weathering
o It is influenced by the chemical changes that happen to rocks. It also
happens when substances in rocks combine with oxygen. This causes
rocks to expand and break.
Agents of Weathering
1. Water
• Waves can break rocks or remove some of its components. Rainfall can also
wash away parts of rocks and minerals. Rocks covered with ice can crack
when the ice melts.

2. Wind
• Wind can blow away fine and loose particles in the surface of rocks.

3. Temperature
• Rocks contract when subjected to low temperature while expand when
subjected to high temperature.

4. Plants
• Some plants such as lichens and mosses dwell on rocks and affect the
composition of the rocks. Roots of trees can also put pressure on rocks.

5. Animals
• Movements of animals can also cause weathering to rock by breaking them
or scratching them off. Some animals dig and live under the soil and loosen
some particles and sediments of the rock.

6. Humans
• Industrial processes such as mining, and construction can break and
destroy rocks. Human movements like walking can also break or scratch
rocks and minerals.
 TEACHING SCIENCE IN ELEMENTARY GRADES

Other Factors of Weathering:

1. Size
• The smaller the rock, the faster it can be weathered. The larger the surface
area exposed, the faster the process will be.
2. Exposure
• The more a rock is exposed, the more it is affected by weathering.
3. Composition
• The composition of a rock determines the type and rate of weathering that
occurs to it. The composition of a rock may also chemically react with rain,
especially acid rain.
4. Time
• Rocks become weaker and easier to crush as time goes by.

Competency: Investigating Extent of Soil Erosion in the Community and Its

Effects on Living Things and the Environment

Soil Erosion is the process at which soil is carried from one place to another. It occurs
very slowly in nature. However, agents such as water, wind, animals, and human hasten
the process. These agents carry much soil from
one place to another.
Agents of Soil Erosion
1. Water in its liquid form contributes heavily to soil erosion. -Rainfall can cause soil
erosion by carrying the topsoil away. Flood also causes soil erosion. In high areas like
mountains, top soil is carried from the top to the feet of the mountain. As the slope of the
mountain gets steeper, soil is carried at faster rate. - Water in running streams – carry
soil from one place to another. Waves from seas and oceans cause coastal erosion.
2. Wind can also cause soil erosion which is very evident in deserts. Wind carries sand or
soil forming sand dunes or hills of sand. - Strong Winds- during typhoons affect the flow
of water which may transfer large amount of soil into different areas.
3. Animals like moles and earthworms can dig and carry small soil particles . Movement
of animals like chickens, which scratches the soil surface, can also transport sediments
and soil.
4. Human . Human activities like farming may cause soil erosion during plowing and land
cultivation. The number of trees decreases due to illegal logging. The roots of the trees
prevent soil erosion by holding the soil together. Without trees, soil can be easily carried
away. During mining, trees and plants are cleared from the mining area which increases
soil erosion. Moreover, large amount of soil is displaced as miners dig the soil.
Competency: : Communicating the Data Collected from the Investigation of Soil
Erosion.
 TEACHING SCIENCE IN ELEMENTARY GRADES

Effects of Soil Erosion

• Formation of landforms
Soil erosion may result to formation of new landforms due to accumulation of
eroded soil over a long period of time. Addition or removal of nutrients to soil-
Soil erosion can fertilize a barren land when nutrients are transported from a
fertile land. Soil erosion can affect the suitability of land for vegetation.
• Changes in bodies of water
Soil erosion can change bodies of water. Rivers can turn into streams, or in
worst cases, into a plain.
• Destruction of crops and livestock due to landslides.
Soil erosion may remove some of the nutrients and minerals on top soil
causing poor growth of plants.
Ways to Control Soil Erosion

• Rip rapping (layers of rocks) are built along the shores or slopes to prevent
soil erosion. Contour Farming – could be done to control soil erosion in the
mountain. Contour Farming is planting of crops across the slopes of the
mountain rather than just planting up and down the slope.
• Crop Rotation – through crop rotation, soil erosion can be controlled l,
which can maintain the fertility of the soil. Crop Rotation is a systematic
technique wherein different crops are planted alternately in a year.
• Terracing – could also be done to control soil erosion. It can control runoff
and soil erosion in mountain by collecting the rain water in each slope.
• Planting Trees- can protect the soil against soil erosion. The roots of the
trees hold the soil together.
• No – till Farming – suggest that farmlands should not be tilled or cultivated.
Crops are planted immediately without plowing the soil
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Competency: Enumerating what to do before, during and after earthquake and volcanic
eruptions

Earthquakes may occur anytime without any warning. Preparing ahead of time and determining
the possible hazards may reduce serious damages, loss and injuries.
What to do before an earthquake?
1. Know whether your area is very susceptible to earthquakes. Research if there are any
fault lines near your place.
2. Inspect your home. Ensure that cabinets are fastened well to walls. Avoid placing objects
like paintings or vase where they could fall to areas where people stay. Repair defective
wiring, leaky gas connection and deep cracks in ceiling or walls.
3. Prepare disaster supplies such as;
✓ Canned goods and bottled water
✓ First Aid Kit
✓ Cellphones
✓ Flashlight and batteries
✓ Portable battery-operated radio
✓ Cash and Cards
✓ Important documents
4. Educate yourself and family members. Identify the safe places indoors and outdoors
5. Familiarize yourselves to phone numbers of hospital, police and fire stations.

What to do during an earthquake?

1. Keep calm. Stay where you are. If you are indoors, stay inside. If you are outdoors,
stay outside.

2. Drop to floor, cover your head by getting under a table or any furniture. You ca also
use your arms to cover your head. Hold on until the shaking stops.

3. When you are in bed, you can use your pillow to cover your head. However, if there
are objects like lamp that may hit you, transfer to a safer place.

4. Stay away from glass, or any objects that may hit you.

5. If you are inside a building, stay on the same floor. Get under a desk or table and
stay away from windows or any objects that may hit you. Do not use the elevator.

6. Stay away from buildings, trees, and power lines, instead, go to clear areas where
there will be no objects that may fall. If you are inside a moving vehicle, ask the
driver to stop quickly. However, avoid stopping near trees, buildings, bridges or posts
which are possible to collapse.

What to do after an earthquake?

1. Be prepared for aftershocks. Aftershocks may further damage structures weakened during
the earthquake, hence, stay away from damaged structures.
2. Check if you acquired any injuries and apply first aid immediately. Protect yourself for
further injury from broken objects. Wear protective clothing such as long sleeved shirt,
pants and shoes.
3. Protect yourself for further injury from broken objects Inspect your house, but be sure to
ask assistance. Check for gas leaks and electrical damages. Do not use candles while
inspecting, use flashlight instead.
4. Listen to news for updates and instructions.
 TEACHING SCIENCE IN ELEMENTARY GRADES

Volcanic Eruption
Before a volcanic eruption, there are rumbling sounds, continuous emissions of steam, an
increase of environment’s temperature and sometimes earthquake.

What to do Before a Volcanic Eruption

1. Be aware on the signs before volcanic eruption. Know also the possible dangers the
eruption may bring.
2. Listen to news regarding volcano updates. Pay attention if there are any eruption
warnings and obey instructions from authorities
3. Prepare disaster supplies
✓ Canned goods and bottled water
✓ Mask
✓ First Aid Kit
✓ Cellphones
✓ Flashlight and batteries
✓ Portable battery-operated radio
✓ Cash and Cards
✓ Important documents
4. Once you have known that there will be a volcanic eruption near your area, evacuate to safe
place or to designated evacuation centers. Bring your pets as well if you have any. Do not forget
to bring the disaster kit you have prepared.
5. Before leaving, be sure to turn off gas, faucets, and switches. Be sure to unplug all of your
electrical devices.

What to do During a Volcanic Eruption

1. Avoid low places like valleys and other restricted zones because lava and mud from the
volcano are more likely to pass here.
2. Stay indoors. Close all the doors and windows to prevent ashes from getting inside.
3. If you are in an evacuation center, stay there unless authorities tell you that you can leave.
Always follow the rules inside.
4. Cover your nose and mouth with mask to prevent inhaling ashes. Wearing eyeglasses and
long-sleeved shirt and pants are also recommended to protect your eyes and skin.
5. Listen to battery-operated radio or television to know the updates regarding volcanic
eruption.

What to do After a Volcanic Eruption

1. Check if you acquire any irritation or any health problems and apply first aid immediately.
For serious cases, go to the nearest hospital.
2. Return home if its already safe outside.
3. If there are still ashes, keep wearing protective clothes, eye glasses and mask.
4. Help in cleaning the ashes and other debris around your house but be sure to wear masks
while cleaning. Check also for all damages incurred.
5. Keep updated on announcements and information regarding volcanic activity.
 TEACHING SCIENCE IN ELEMENTARY GRADES

Competency: Observing the changes in the weather Before, During, and After a Typhoon

Typhoons are weather disturbances with low air pressure characterized by intense winds and
heavy rains. It has a maximum wind speed which is more than 118kph but is lower than 220kph.
Are intense and powerful meteorological phenomena formed in big Bodies of water such as oceans
and seas. It has different effects on a community.
BEFORE A TYPHOON

• The weather becomes windy and cloudy.

• Cold and dry air blows in the area.
• Scattered rains may happen.
• There are no clouds in the sky.
DURING A TYPHOON

• Dark clouds start to cover the sky.

• Precipitation increases, which can cause flooding and landslides.
• Big waves can be observed along the shores.
• Storm surges are usually high waves formed in the sea or ocean caused by the
tropical cyclone.

AFTER A TYPHOON

• The sky starts to lighten up.

• The clouds start to move way.
• Precipitation and heavy winds stop.
• After a Typhoon casualties and damage properties and infrastructures are
reported.

Competency: Describe the Effects of A Typhoon on the Community

Primary Effects of a Typhoon
• High, Intense winds
• Torrential rains
• Storm surges
Intense Winds

▪ It can uproot trees, damage properties and destroy electrical wires.

▪ Winds can also cause Big waves along the shores.
Torrential Rains

▪ It can cause flooding and landslides in various areas.

▪ During a Typhoon, rains can be torrential ( heavy ) and intermittent ( discontinuous).
Storm Surges

▪ Is the sudden increase in the sea level during a typhoon.

▪ It caused by intense winds and the spiral movements in the eye of the typhoon.

Secondary Effects of A Typhoon

• Social
• Economic
• Environmental
 TEACHING SCIENCE IN ELEMENTARY GRADES

Competency: Describing the effects of the winds given a certain storm warning signal
These are the Public Storm Warning Signals ( PSWS ) being issued by the Philippine Atmospheric,
Geophysical and Astronomical Services Administration ( PAG-ASA ). The PSWS is used to gauge
the strength of a Typhoon as it enters the Philippine Area of Responsibility ( PAR ) it is based on
the strength of the wind of the typhoon over an area, it’s circulation, and projected direction.

PUBLIC STORM SIGNAL NO.1

A public storm warning signal no.1 is characterized by winds moving at 30-60 kph. Intermittent
rains are also expected in at least 36 hours.

• The wind may cause the twig and branches of small trees to be broken. It can also
tilt or uproot some bananas.
• Houses made of light materials may be partially unroofed.
• Rice crops and vegetables may also be damaged.

PUBLIC STORM SIGNAL NO.2

A Public Storm Warning Signal No. 2 is characterized by winds moving greater than 60 kph up to
100 kph expected in at least 24 hours.
• The winds may cause coconut trees to break or tilt and even to uproot big trees.
• More houses made of light materials or old galvanized iron may be unroofed.

PUBLIC STORM SIGNAL NO.3

A public storm warning signal no. 3 is characterized by winds moving greater than 100 kph up to
185 kph expected in at least 18 hours.
• The winds may cause many coconut trees and almost all banana plants to be
destroyed. Rice and corn crops may be heavily affected.
• Majority of light material structures may be unroofed or destroyed.
• There could be disruption of electrical power and communication services.

PUBLIC STORM SIGNAL NO. 4

A public storm warning signal no. 4 is characterized by a very intense typhoon with very strong
winds of more than 185 kph and may be expected in at least 12 hours.
• Agricultural sector may suffer great loss. Coconut, rice, and corn plantations could
be severely damaged.
• There could be high destruction of residential and institutional buildings.
• Severe disruption of electrical and communication services.

Competency: Inferring the Pattern in the changes in the appearance of the Moon
Moon

• The moon continuously revolves around the Earth. As it moves, its appearance on earth
changes.
• The Moon does not give off light. It only reflects the light coming from the sun as it revolves
around the Earth. Since it is revolving, the portion of the moon that is illuminated by the
sun also changes.
Phases of the Moon

The appearance of the Moon on earth changes because of the varying amounts of sunlight it
reflects. Hence, the visible part of the moon changes as the Phases of the moon. The phase of the
moon varies from new moon to full moon and vice versa.
 TEACHING SCIENCE IN ELEMENTARY GRADES

Cycle of the Moon

It undergoes a cycle of phase change every 29 and ½ days. This period is called a month. In a
month, eight phases of the moon are usually observed, first of which is the new moon.
Eight Phases of the Moon
1. New Moon

The first phase is new moon which is not visible on earth because the dark side of the moon faces
the earth. New moon lasts only for one to two days.
2. Waxing Crescent

After a day or two, the first waxing crescent occurs. Larger part of the moon starts to become
visible on earth. Waxing crescent lasts until the seventh or eighth day.
3. First Quarter

After the waxing crescent is the first quarter moon in which half of the moon is visible on earth.
First quarter usually occurs one week after the new moon.

4. Waxing Gibbous
Larger part of the moon becomes visible on earth during waxing gibbous. Waxing gibbous lasts for
about six days.

5. Full Moon
After the waxing gibbous, full moon occurs. Full moon usually occurs two weeks after new moon.
6. Waning Gibbous

From full moon, some part of the moon starts to be illuminated. This phase is the waning gibbous
which lasts for about one week.
7. Third Quarter

During the third quarter of the moon, that is three weeks after new moon, only half of the moon
is visible on earth.
8. Waning Crescent

From this half-moon, the moon will start to become crescent. This phase is the waning crescent
which lasts for about one week.

After four weeks and some days, the moon will be new again and the cycle continues.

Competency: Identifying Star Patterns that can be Seen at Particular Times of the Year

Stars forming different patterns are called constellations. There are 88 known constellations listed
by the International Astronomical Union.
▪ Ursa Major
o Ursa Major is a constellation in the Northern hemisphere. It is also known as "The
Great Bear". This constellation is visible throughout the year, but can be clearly seen
every April 9 pm.
o Ursa Major contains the asterism "The Big Dipper" which consists of seven stars.
 TEACHING SCIENCE IN ELEMENTARY GRADES

▪ Ursa Minor
o The Ursa Minor or "The Little Bear" is another constellation in the Northern
Hemisphere. It is known for its star Polaris or the Northern Star.
o The seven stars in Ursa Minor form an asterism known as "The Little Dipper. Ursa
Minor is visible all throughout the year but can be clearly seen every 9 pm of June.
o
▪ Orion
o Orion, also known as "The Great Hunter" consists of the bright stars Betelgeuse and
Rigel.
o "Orion's belt" is its asterism formed by the alignment of three stars. Orion is visible
in the night sky from November to February, but it can be clearly seen every January.
▪ Cassiopeia
o Cassiopeia (The Queen) is visible all throughout the year but is best seen every
November at 9 pm. It has a W-shaped asterism consisting of five stars.
▪ Crux
o The Crux (Southern Cross) is a constellation in the Southern Hemisphere. It is the
smallest among the 88 constellations. Crux is visible from March to May, but it can
be clearly seen every 9 pm of May.

Competency: Demonstrating Rotation and Revolution of the Earth Using A Globe

to Explain Day and Night and The Sequence of Seasons

EARTH is moving through space. The Earth moves through space because of its rotation
and revolution.
Rotation is the movement of Earth on its own axis. Earth's Axis is an imaginary line.
Direction of the earth rotation is from west to east or counterclockwise motion. It
takes 24 hours or 1 day to complete one rotation, with a speed of approximately 1600
kilometers per hour.
Revolution is the movement of the Earth around the sun.
Orbit – Earth moves around the sun.
Orbit shape– Elliptical in shape which is why the earth is sometimes closer or farther
from the sun.

• From the North Pole, the Earth revolves counterclockwise around the sun at
107,000 km/h and takes 365 ¼ days to complete one revolution.
• Every 4 years, an extra ¼ day is added to February, making it a 29-day month
instead of the usual 28 days, and that year has 366 days instead of the usual 365
days.
• LEAP YEAR– the extra ¼ day

Competency: Comparing the Planets of the Solar System and Constructing A

Model of the Solar System showing the Relative Sizes of the Planets and their
Relative Distances from the Sun
 TEACHING SCIENCE IN ELEMENTARY GRADES

PLANETS OF THE SOLAR SYSTEM

SOLAR SYSTEM is composed of eight planets revolving around the sun.
1. Mercury
2. Venus
3. Earth
4. Mars
5. Jupiter
6. Saturn
7. Uranus
8. Neptune
Asteroids, moons, comets, dusts and gas can be found in the solar system.
PLANETS OF THE SOLAR SYSTEM:
Inner Planets (Terrestrial Planets)
 MERCURY
• It is a small "rocky planet", full of craters similar to the earth's moon.
• It has no moons nor rings around.
• Mercury's surface temperature can reach 430 °C by day and drop to -180
°C at night due to its very thin atmosphere.
 VENUS
• It nearly has the same mass and size as earth.
• It has no moons nor rings around it.
• It rotates clockwise, or from east to west.
• Venus is the brightest and hottest planet, with temperatures over 470 °C
due to its thick cloud and gas layers that trap heat.
 EARTH
• The only planet known to sustain life
• Orbited by only one moon and has no ring
• Its atmosphere has an ozone layer.
• It is composed of 70% of water
 MARS
• It is known as the "RED PLANET" due to its reddish appearance which
came from Iron oxide.
• It has seasons, polar ice caps, volcanoes and weather.
• It has a very thin atmosphere which cannot make water to stay too long
on the planet's surface.
• Mars has two moons namely PHOBOS and DEIMOS but it has no ring
around.
• Its temperature is 63 °C.
• It is known for having the highest volcano in the solar system.
Outer Planets (Jovian Planets)
 JUPITER
• It has no solid ground since it is made up mostly of hydrogen and
helium.
• It has three faint rings made up of loose rocks and dust
 TEACHING SCIENCE IN ELEMENTARY GRADES

• It has 50 confirmed moons and 17 unconfirmed. Out of these moons,

Jupiter is known for its four Galilean moons namely lo, Europa, Callisto
and Ganymede.
• It is also famous for its Great Red Spot which is 340 year -old storm
inside the planet.
 SATURN
• It has 7 major rings and thousands of ringlets (ice and rocks)
• A dense core (rock, ice, water, and other compounds)
• Mainly hydrogen and helium (least dense planet)
• has 53 known moons
• Titan is the largest moon and 2nd largest in the solar system
 URANUS
• It has the coldest planetary atmosphere and the most extreme seasons.
• Its temperature is about -212 °C
• It has a large rocky core
• Its atmosphere is made up of helium, hydrogen, methane and ammonia.
• It is the only planet that rotates on its side.
• It has 13 faint rings and 27 moons.
 NEPTUNE
• 1st planet discovered using math calculations
• "Sister ice giant" of Uranus
• Fastest atmospheric winds (up to 2000kph)
• Atmosphere: ammonia and methane
• Core: rocks and ice
• 6 rings, 13 known moons
TEACHING SCIENCE IN ELEMENTARY GRADES