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SCIENCE in Grade 3 To 6

The document outlines the science curriculum content in a spiral progression from grades 3 to 6 in the Philippines. It covers the major topics in living things, chemistry, and the environment. The content is organized and presented in increasing complexity across the grades, building upon concepts already introduced. For example, in living things the focus progresses from human and animal parts and functions, to organ systems, reproduction, and classification of vertebrates and invertebrates. Chemistry covers the 5 major areas from physical and organic to analytical and biochemistry. The environment topic expands its scope from interactions within an organism's environment to larger habitats and ecosystems. The curriculum structure reinforces key ideas over multiple years at different levels, allowing

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Evelyn Reantaso
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782 views

SCIENCE in Grade 3 To 6

The document outlines the science curriculum content in a spiral progression from grades 3 to 6 in the Philippines. It covers the major topics in living things, chemistry, and the environment. The content is organized and presented in increasing complexity across the grades, building upon concepts already introduced. For example, in living things the focus progresses from human and animal parts and functions, to organ systems, reproduction, and classification of vertebrates and invertebrates. Chemistry covers the 5 major areas from physical and organic to analytical and biochemistry. The environment topic expands its scope from interactions within an organism's environment to larger habitats and ecosystems. The curriculum structure reinforces key ideas over multiple years at different levels, allowing

Uploaded by

Evelyn Reantaso
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Activity sheet:

I. Explain the following briefly and concisely? Draw if needs a drawing for
explanation.

1. What are the contents of SCIENCE in grade 3 to 6 in a spiral progression?

Grade 3 Grade 4 Grade 5 Grade 6

Characteristics of Humans: Stages of Growth Human Body


Living Things Major organs of the and Development System
body
Parts and Functions Development of Musculoskeletal
of Living Things Care for Them Secondary Sex System

a. Human Disease Differences in Digestive System


b. Animals Animals, Plants Models of
c. Plants Reproduction in Circulatory System
Terrestrial Humans, of Animals
Human, Animals,
Interaction of Living and Plants.
Aquatic Plants.
Things with the
Life Cycles Respiratory System
Environment Interactions: Flowering Plants Characteristics of
Beneficial Nonflowering Plants Vertebrates and
Harmful Invertebrates

Economic
importance
Caring for Animals.

2. Enumerate the major area in CHEMISTRY and LIVING THINGS AND THEIR
ENVIRONMENT from grade 3 to 6.

5 MAJOR AREAS IN CHEMISTRY

1. Physical Chemistry

The study of macroscopic properties, atomic properties, and phenomena in


chemical systems.  A physical chemist may study such things as the rates of
chemical reactions, the energy transfers that occur in reactions, or the physical
structure of materials at the molecular level. 

2. Organic Chemistry

The study of chemicals containing carbon.  Carbon is one of the most


abundant elements on Earth and is capable of forming a tremendously vast number
of chemicals (over twenty million so far).  Most of the chemicals found in all living
organisms are based on carbon.

3. Inorganic Chemistry

The study of chemicals that do not, in general, contain carbon.  Inorganic


chemicals are commonly found in rocks and minerals.  One current important area of
inorganic chemistry deals with the design and properties of materials involved
in energy and information technology.

4. Analytical Chemistry

The study of the composition of matter. It focuses on separating, identifying,


and quantifying chemicals in samples of matter.  An analytical chemist may use
complex instruments to analyze an unknown material in order to determine its
various components.

5. Biochemistry

The study of chemical processes that occur in living things.  Research may


cover basic cellular processes up to understanding disease states so better
treatments can be developed.

LIVING THINGS AND NON-LIVING AND THEIR ENVIRONMENT IN GRADE 3-6

Grade 3 Grade 4 Grade 5 Grade 6

PARTS AND FUNCTIONS OF ANIMALS AND PLANTS

In Grade 3, learners In Grade 4, the After learning in In Grade 6, learners


observe and learners are Grade 4 how the describe the
described the introduced o major major organs of the interactions among
different parts of organs of the human human body work parts of the major
living things focusing body. together, the organs of the human
on the sense organs learners now focus body.
of humans and the They also learn on the organs of the
more familiar about some parts reproductive
external parts of that help plants and systems of humans, They also learn how
animals and plants. animals survive in animals, and plants. vertebrates and
places where they invertebrates differ
They also explore live. and how non-
and describe flowering plants
characteristics of reproduce.
living things that
distinguish them
from non-living
things.
HEREDITY: INHERITANCE AND VARIATION

Learners learn that Learners learn that Learners learn how Learners learn how
living thins humans, animals, flowering plants non-flowering plants
reproduce and and plants go reproduce. (spore-bearing and
certain traits are through life cycles. cone-bearing plants,
passed on their Some inherited traits ferns and mosses)
offsring/s. may be affected byThey are so reproduce.
the environment atintroduced to the
certain stages in sexual and asexual
their life cycles.modes of
reproduction.
BIODIVERSITY AND EVOLUTION
Different kinds of Learners investigate Learners learn that They learn that
living things are that animals and reproductive plants and animals
found in different plants live in specific
structures serve as share common
places. habitats. one of the bases for characteristics which
classifying living serve as bases for
things. their classification.
ECOSYSTEMS
Learners learn that Learners learn that Learners are Learners are
living things depend there are beneficial introduced to the introduced to the
on their environment and harmful interactions among interactions among
for food, air and interactions that components of components of
water to survive. occur among living larger habitats such habitats such as
things and their as intertidal zones, tropical rainforests,
environment as they as well as the coral reefs, and
obtain their basic conditions that mangrove swamps.
needs. enable certain
organisms to live.

II. Let us make comparison of similarities of the two. Agree or disagree to the
observations and explain or elaborate further. (put check (/) on the table and
explain)

STATEMENTS ABOUT (1) AGREE DISAGREE EXPLANATION


MATTER AND (2) LIVING THINGS
IN THEIR ENVIRONMENT

1. In both topics, the concepts The concept of grade three is not


in grade 3 are simpler than √ much harder to understand than
grade 4. the concept of grade four. Because
in fourth grade, students continue
to understand the concept that
what they have when they were
grade 3.

2. There is a consistent title of Based on own experience when I


the major topic from grade 3 √ was in Elementary it is consistent.
to grade 6. There is only some changes to
develop their learning ability.
3. The area on Living things Yes because Humans, Animals and
and their environment √ Plants are all Living Things.
focused on three kinds of
living things: Humans,
Animals, and Plants
4. The Chemistry component of Because Grade 3 to Grade 6 the
Elementary Science revolve √ topics is only about matter and the
around Matter that properties of matter.
progressively advance in
complexity from grade 3 to
grade 6.
5. In the Elementary science Because Grade 3 is our first step in
framework, Chemistry which √ Elementary Grade and I experience
is considered by many as some of difficulties in science.
difficult subject taught in
grade 3.
6. Elementary Science should √ Because it gives students the skills
lead learners to scientific and knowledge they need to
literacy succeed in school and beyond.

III. In summary, what do you understand of a spiral progression curriculum in


Science for elementary grades?

 The ideal in spiral progression curriculum in Science in elementary grades is


to expose the learners into a wide variety of concepts or topics and
disciplines, until they mastered it by studying it over and over again but with
different deepening of complexity.

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