BUDGET OF WORK FOR MULTIGRADE TEACHING

THIRD QUARTER COMPETENCIES FOR GRADES 3TO5

TIME ALLOTMENT: 50 minutes/session
THIRD QUARTER

Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies

Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

Week 1 1. Force and 1. Effects of 1. Motion
Motion Force on
Objects

Describe the Explain the Describe the Group Concept Map on Let the pupils Construct a List down Quiz/Exit Cards
position of a effects of force motion of an Activity: words associated tell about their simple map materials and Infer the motion
person or an applied to an object by tracing Describing the with force e.g. current position showing some the kind of of objects in
object in relation to object and measuring its position of push, pull within the structure/things force applied to terms of how far
a reference point S4FE-IIIa-1 change in objects/ classroom. inside the class it to change its they travel in a
such as chair, position (distance materials Demonstration: Reviewing the and identify condition certain amount
door, another travelled) over a inside the letting pupils definition of references to of time and the
person; period of time classroom perform push and position. locate them Identify direction in
S3FE-IIIa-b-1 S5FE-IIIa-1 e.g. teachers pull actions Ask pupils to (e.g. altar, balanced and which they
table, picture write about how health corner, unbalanced travel.
frame, seat Describing the they know frame etc.) forces (e.g. s
location. effects of force to something has boy pushing a Illustrate the
an object (let moved. Map Reading: jeepney, a girl motion of an
Showing them apply force Identify location pushing the object using a
Activity 1
picture of a to an object and of places using wall etc. ) graph to show a
Draw a 50-meter
place and let observe the references change in
line in your school
pupils explain changes in terms Oral position over a
ground.
how to get to of shape, size, Assessment of period of time.
Let 3 pupils join in
the place or structure) the race to the understanding: Predict the effect
spot in the finish line by question and of a given force
drawing by running. answer or a change in
using Use a stop watch mass on the
references. to record the motion of an
results of the object.
race.
Ask:
Who runs the
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

fastest? Why do
you say so?
Activity 2
Let another
pupils run in your
school ground.
Let them stop
when they hear
you shout
STOP.
Let the pupils
measure their
distances from
the starting point.
Week 2 1. Force and 1. Effects of 1. Motion
Motion Force on
Objects
describe the practice safety Use appropriate Film/Video Identifying/drawin Let the pupils Investigation: Quiz on Game Playing
movement of a measures in measuring tools Clip Viewing g road signs perform/observ The Marble measuring (applying their
person or an physical activities and correct Clip on showing safety e the following Challenge: initial and final knowledge and
object in relation to and proper standard units relevant precautions activities: Hitting marbles positions of skills)use
a reference point handling of S5FE-IIIb-2 movies -Throw a piece of and taking the objects/ person checklist/rubric
such as chair, materials Completing the crumpled paper distance they
door, another S4FE-IIIb-c-2 Describing the table: into the air. travel Demonstration APPLICATION
person; motion of a Where does the of Skills in Demonstration
of Skills in

Describe the
S3FE-IIIa-b-1 paper go? Performance:

handling
bouncing ball handling
Material /

proper
object
and identify -Tie a pencil to Instruct pupils materials use handling
the distance it hang it. Cut the to move to rubric to assess materials
travelled from string. What another place the Pen and Paper
its initial happened to the using performance Test
position Listing down pencil? references
safety measures -Observe the Do assessment
Toy car racing in playing games falling leaves. Do Group suggested in the
describing such as they move Assessment: LM
distance basketball, up or down? Arrange
travelled and volleyball and etc. -Which is easier objects, let
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

how fast or Culminating the to do, to lift a big other group
how slow the lesson with rock up or to push disarrange/mov
toy car Games: it down? e the objects
basketball, -When do you and let them
soccer, volleyball become tired, identify which
emphasizing going up or going object has
safety measures. down the stairs? been moved.
Discuss how
gravity affects
the movement
of objects.
Week 3 Force and Motion 1. Effects of 2.LightandSoud,
Force on Heat and
Objects Electricity

3FE-IIIc-d-2 S4FE-IIId-e-3 Discuss why Experiment/ Creating Concept Let the pupils List down Apply the Think-Pair-Share
some materials Activity: Map that shows perform things that can concept on Let the pupils list
identify things that describe the force are good Investigating properties of activities on be moved by magnets in to down materials
can make objects exerted by conductors of how water magnet heat transfer. water and wind create an art which are good
move such as magnets; heat and wind Let them using conductors of
water and wind S5FE-IIIc-3 move objects Experiment/Activit answer the Determine sand/metals heat and
y that investigates question about which move the (use rubric to describe each.
Film/Video the force exerted your activities. following assess the
showing by magnets Let the pupils objects: output) Let the pupils
motion list down a. Boat state the proper
caused by Demonstration: materials which b. clouds Exit Cards: handling of
water and Using magnets let can allow heat After playing materials that
wind (surfing, objects move to pass with the are good
tornado) through. magnets write conductors of
Discussing what were heat.
GAME: about materials observed and
Relaying that are good learned from
feather conductors of the activity
through heat.
blowing
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

Kite flying
Activity

Week 4 Force and Motion 2. Light, Heat 2.Light and

and Sound Sound, Heat and
Electricity
Identify things that Describe how Discuss why Activity on Creating a web Let the pupils Quiz on Reflection: Think-Pair-Share
can make objects light travels some materials moving map showing perform enumerating What I think Let the pupils list
move such as S4FE-IIIf-g-4 are good objects using sources of light activities and ______ down materials
people and conductors of magnets and showing determining What I learned which are good
magnets electricity objects Describing how electricity objects which ______ conductors of
3FE-IIIc-d-2 S5FE-IIIc-3 around that light travels using transfer. Let can be moved electricity and
can be moved flashlights and them answer by magnets describe each.
by pupils. other sources of the question and people Demonstration:
lights about your e.g. Show how light Let the pupils
Experiment on activities. A. Put a check travel state the proper
investigating Observing sun Let the pupils on objects which handling of
how magnets rays entering the list down magnet can move materials that
are able to classroom or a materials which 1. coin are good
move objects hole can allow 2. books conductors of
electricity to electricity.
Demonstrating pass through. B. put a check on
how light travels Discussing objects which can
using flashlights about materials be moved be
and index cards that are good people
with holes/ slit conductors of 1. chair
electricity. 2. house
Constructing a
pinhole camera

Week 5 Force and motion 2. Light, Heat 2.Light and

and Sound Sound, Heat and
Electricity
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

describe the describe how Infer how black Demonstrate Creating a Let the pupils Pen and Paper Quiz on how (Given the
movements of heat travels and colored the difference concept map perform Test- heat travels questions, class
objects such as S4FE-IIIf-g-4 objects affect the between fast showing sources activities to identifying discuss/share
fast/slow ability to absorb and slow of heat and words show how objects like Act out heat ideas and come
S3FE-IIIe-f-3 heat motions associated with colored objects vehicles transfer (use up with
S5FE-IIId-4 heat affect the ability according to rubric to assess decisions)
Cite actions to absorb heat speed performance What color of the
that involve Perform activities and let them (fast/slow) clothes will you
fast and slow that produce heat answer the wear on sunny
motion such as rubbing, questions. Use graphic days?
clapping etc. Discussing the organizer to
Identify fast questions in the show the What color of the
and slow Experiment/ activities. difference clothes will you
moving Activity- (You can between a fast wear on
transportation use candle) Let and slow cold/rainy days?
s pupils stay near moving object
the fire just
Outdoor enough to feel the
Game: rope, heat. s
track field,
hurdle/obstacl Think-Pair-Share:
e game Relate experience
(observe on exposure to
safety in sunlight
performing the
activity)

Week 6 1. Force and 2. Light, Heat 2. .Light and

Motion and Sound Sound, Heat and
Electricity
describe the describe how Relate the ability Pre-planned Constructing a Presenting Performance Creative Let the pupils
movements of sound travels; of the material to activity: A telephone using different kinds tasks that presentation classify
objects such as S4FE-IIIf-g-4 block, absorb or dance number tin cans and string of materials emanates from showing how materials
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

forward/backward transmit light to showing and let pupils such as glass, the lesson sound travels whether they
and its use forward/backw relay messages to paper, cloth, objective (use rubric to absorb, block or
stretching/compres S5FE-IIIe-5 ard each other wood, (hopping, assess transmit light.
sing; movements cardboard, running, performance)
S3FE-IIIe-f-3 Experiment/ cellophane, etc. compressing/st Let them give
Using a spring Activity on Performing retching objects more examples
let the pupils describe how activities (use rubric to of each
demonstrate sound is whether these assess classification.
compression produced when a materials block/ performance)
and stretching stone is dropped absorb/
and let them on water. transmit light
describe the Describing the Discussing Quiz on
movement of phenomenon. about identifying the
the material. How did this transparent, movements
happen? translucent, shown in the
opaque pictures
Let pupils materials.
creatively produce
sound using
materials found in
the environment

A guitar can also

be used to
demonstrate how
sound is
produced
Week 7 2. Energy: Light, 2. Light, Heat 3.Electricityand
sound. and Sound Magnetism

describe sources investigate Infer the Slideshow on Experiment/ Let the pupils Family Feud Prepare Let the
of light and sound properties and conditions pictures that Activity that perform this Game focusing stations and pupils infer the
S3FE-IIIg-h-4 characteristics of necessary to show sources investigates how activity. on sources of pupils identify conditions
light make a bulb light of light and light behaves in -Get a dry cell, a light and sound the properties necessary to
S4FE-IIIi-j-6 up sound. opaque, bulb and two or make a bulb light
S5FE-IIIf-6 transparent and pieces of electric Quiz on characteristics up.
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

List down the translucent wire, each about enumerating/lis of light shown Let them set
sources of materials (use 15 cm long. ting the in each station up an electric
light and flashlight) Show a diagram sources of light circuit and a
sound they and let them and sound Quiz on short circuit.
can see/hear Demonstrate connect the identifying
in school and reflection by materials as opaque,
community bouncing a ball seen. translucent and
Ask: What transparent
Experiment/ Let pupils look at happens as materials
Activity on the mirror and ask soon as the
producing them what they materials are Peer
light and see and why. connected? Discussion on
sound e.g. Can electricity the applications
using sticks, Think-Pair-Share: do work when of the
clapping, Why is the one wire is properties of
ringing a bell, ambulance removed from light in real life
guitar, drums reverted as its place? situation
etc. printed in front of Why?
the vehicle Using the same
set up, scrape
the insulators
around each
wire. Use these
wires, a dry cell
and a bulb to
make a
complete
circuit. Does
the bulb light?
Let the exposed
wires touch and
observe what
happens to the
light. What could
be the reason for
this?
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

Explaining
about electric
circuits and
short circuits.
Week 8 2. Energy: Light, 2. Light, Heat 3.Electricityand
sound. and Sound Magnetism

describe sources investigate Determine the List Outdoor activity: Showing a Construct Quiz on the Differentiate
of heat and properties and effects of down/draw Bring children in model of a representation different series circuit
electricity characteristics of changing the devices/applia an open area and series circuits models/ properties of from a parallel
S3FE-IIIg-h-4 sound number or type of nces at let them shout and a parallel improvisation of sound circuit.
S4FE-IIIi-j-6 components in a home/school and describe their circuit. the sources
circuit which can be observation Ask: heat and Performance Set up a parallel
S5FE-IIIg-7 sources of (ECHO) Do other bulbs electricity (use task to present and a series
heat and continue to light rubric to assess pleasant and circuit.
electricity Picture analysis when 1 bulb is the product) unpleasant
(picture of an removed? Is it sound using its
Creating web auditorium/confer advisable to Reflection: properties
map showing ence halls) arrange lights at Write a story
the different Describing the home in a series about life List down
sources of features of these connection? without heat application of
heat and structures in Why/why not? and electricity sound e.g.
electricity relation to sound In a parallel warning signs,
. circuit, will the Quiz on the SONAR,
Video Experiment/Activit other bulb light different navigation,
Clip/Film y that investigates when one is sources of heat communication
Viewing on properties and removed or worn and electricity and etc.
sources of characteristics of out? Why?
heat/electricity sound

Experiment/A
ctivity on
producing
heat and
electricity
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

Week 9 2. Energy: Light, 2. Light, Heat 3.Electricityand
sound. and Sound Magnetism

enumerate uses of describe ways to Infer that Poster making Think-Pair-Share: Performing List down Performance Quiz
light and sound protect oneself electricity can be on importance relating activity application of Task Observation in
S3FE-IIIi-j-3 from exposure to used to produce of light and experiences Tape one end of sound and light (demonstration, experiments
excessive light magnets sound relevant to the wire to the e.g. warning modeling, role
and heat S5FE-IIIh-8 exposure to light battery. Place the signs, playing)
S4FE-IIIi-j-6 Gallery walk and heat compass on the navigation, showing how to
showing uses table. Place the communication protect oneself
of light and List/Draw/Cut wire so that it is and etc. from exposure
sound (e.g. tv, Pictures showing lying beside the to excessive
alarm clock, ways to protect compass, parallel Reflection on light and heat
flashlight, oneself from to the needle of the importance (use rubric to
street lights, exposure to the compass. of light and assess
etc) excessive light Record your sound performance)
and heat observations.
making an Briefly touch the Create a flyer/
album Poster-Slogan free end of the brochure/collag
showing uses Making on wire to the other e on ways to
of light and protecting oneself end of the battery. protect oneself
sound from exposure to Record your from too much
excessive light observations. exposure to
and heat Turn the battery light and heat
around and tape (use rubric to
the other end to assess
the wire. product)
Discussing on
the source of
magnetism?
Ask:
What is the
relationship
between the
direction of the
battery and the
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand

Force,
Motion,&
Energy

Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5 Grade 3 Grade 4 Grade 5

direction of the
compass needle?
Week 10 2. Energy: Light, 2. Light, Heat 3.Electricityand
sound. and Sound Magnetism

enumerate uses of describe ways to Design an Collage List down Experiment Quiz on the Perform ways Perform
heat and electricity protect oneself experiment to making on pleasant and Get a nail and applications of of protecting experiment:
S3FE-IIIi-j-3 from exposure to determine the appliances/de unpleasant sound wing a piece of heat and oneself from Wrap the wire
excessive sound. factors that affect vices that use they hear from electric wire electricity noise pollution around the bolt.
S4FE-IIIi-j-6 the strength of electricity and their environment around it. Attach (use rubric to Allow 10cm at
the electromagnet produce heat both ends of the Index Card assess each end for
S5FE-IIIi-j-9 (electric iron, Enumerate ways wire to a dry cell. Summaries/ performance) connections.
stove etc) on how to help Place some pins Questions Sandpaper
lessen noise near the nail. Let a. Side1- Big CIRCLE, Connect the
Film/Video pollution the pupils observe Idea Learned TRIANGLE ends to the
clip viewing what happens to b. Side2 Idea SQUARE battery.
on the uses of the pins. not yet fully a. Circle- ideas Test your
heat and Remove one end understood still going around electromagnet
electricity of the wire from your head using paper
the dry cell. Can clips.
the nail still attract b. Triangle-
the pins? something Write a
Let the pupils pointed out that statement about
observe the stood out in the electricity and
situations. mind magnetism that
Discussing on the agrees with your
factors that affect c. Square- observations.
the strength of Something that Let the pupils
the squared or perform/
electromagnets agreed in their
Design an
thinking
experiment
showing factors
that affect the
strength of an
electromagnet.