Saint Gabriel’s Foundation
The Learning Strands, Standards and Indicators
Subject: Science I.E.
Code
Level: Grade 5
Semester 1
Strand 7: Astronomy and Space
Sub-Strand: The Solar System
Standard Sc 7.1
Understanding of evolution of the solar system, galaxies and universe;
interrelationships within the solar system and their effects on living things
on Earth; investigative process for seeking knowledge and scientific mind;
and communication of acquired knowledge for useful purposes
Indicators:
Sc7.1.1 Identify sun is the closest star;
Sc7.1.2 State basic facts about sun and discovers the importance sun to all living things;
Sc7.1.3 Describe sun;
Sc7.1.4 Recognize solar system is made up of sun and the eight planets;
Sc7.1.5 Identify the other planets in the solar system;
Sc7.1.6 Detect the mercury is the closest planet to the earth and Neptune is far;
Sc7.1.7 Describe the physical properties of earth;
Sc7.1.8 Point out that the Earth’s position from the sun is one of the major reasons why
life is possible on this planet;
Sc7.1.9 Detect the position of earth in the solar system;
Sc7.1.10 Recognize the shape and composition of earth and relate these to other planets;
Sc7.1.11 Define atmosphere;
Sc7.1.12 Distinguish the layers of atmosphere;
Sc7.1.13 Outline the importance of atmosphere for living things;
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Sc7.1.14 Identify the imaginary line as axis of rotation;
Sc7.1.15 Identify orbit is a fixed path for earth to move;
Sc7.1.16 Explain the spin in of the earth on its axis is rotation;
Sc7.1.17 Describe revolution;
Sc7.1.18 Reason the causes of seasons;
Sc7.1.19 Interpret the time period required for one rotation and revolution:
Sc7.1.20 Discover moon is the natural satellite of the earth;
Sc7.1.21 Describe conditions on the moon;
Sc7.1.22 Explain the movements of the earth and moon;
Sc7.1.23 Explain the causes of the phases of moon;
Sc7.1.24 Draw and label the phases of moon;
Sc7.1.25 Discover that the moon and planets in the solar system do not give out light of
their own but reflect the light of the sun;
Sc7.1.26 Differentiate between natural and artificial satellite;
Sc7.1.27 List the uses of artificial satellites;
Sc7.1.28 Outline different types of satellite and their purpose.
Strand 4: Forces and Motion
Sub-Strand: Forces and Simple Machines
Standard Sc 4.1
Understanding of the nature of electromagnetic, gravitational and nuclear
forces; investigative process of seeking knowledge and applying acquired
knowledge for useful and ethical purposes
Indicators:
Sc4.1.1 Identify force as a push and pull;
Sc4.1.2 Record the effects of force;
Sc4.1.3 Differentiate between simple and complex machine;
Sc4. 1.4 Describe that simple and complex machine can do work easier and faster;
Sc4.1.5 Infer lever is a simple machine;
Sc4.1.6 Identify the parts of lever are Fulcrum, effort, and load;
Sc4.1.7 Explain to overcome a big load with less effort, load must be close to the fulcrum
and effort should be far away from the fulcrum;
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Sc4.1.8 Determine in lever, a force called an effort is applied to move another force
called a load;
Sc4.1.9 Differentiate between three classes of levers;
Sc4.1.10 Describe pulley is a wheel with groove where a robe or string can go over;
Sc4.1.11 Explain a fixed pulley makes work easier by changing the direction of the
applied force;
Sc4.1.12 Interpret a movable pulley makes work easier by reducing the effort needed to
raise a load;
Sc.1.1.13 Recognize pulley system is a combination of fixed pulley and movable;
Sc.1.1.14 Distinguish between fixed pulley, movable and pulley system;
Sc4.1.16 Examine pulley system overcomes a heavier load with less effort;
Sc4.1.17 Infer movable pulley is used to change the direction of effort force;
Sc4.1.18 Describe an inclined plane reduces the effort force;
Sc4.1.19 Construct an inclined plane;
Sc4.1.20 Explain effort has to move a longer distance in inclined plane;
Sc4.1.21 Differentiate between screw and nail;
Sc4.1.22 Distinguish between wheel and axle;
Sc4.1. 23 Examine a wheel moves a larger distance than the axle;
Sc4.1.24 Explain the effort applied at the wheel must move a longer distance than the
load at the axle.
Sc4.1.25 Describe gears as wheel with teeth that interlock;
Sc4.1.26 Identify interlock gears turns in opposite direction to each other;
Sc4.1.27 Recognize gears linked by a chain turns in same direction;
Sc4.1.28 Distinguish between interlock gears and chained gears;
Sc4.1.29 Recognize small gears move faster than the big gears;
Sc4.1.30 Identify different types of simple machines (lever, pulley, inclined plane, screw,
wheel and axle and gears).
Strand 5: Energy
Sub-Strand: Electricity
Standard Sc 5.1
Understanding of relationship between energy and life; energy
transformation; interrelationship between substances and energy; effects
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of energy utilization on life and the environment; investigative process for
seeking knowledge; and communication of acquired knowledge that could
be applied for useful purposes
Indicators:
Sc5.1.1 Define energy;
Sc5.1.1 Display conversion of electric energy;
Sc5.1.2 Identify that electricity is produced by power generators in power stations;
Sc5.1.3 Outline various forms of energy is used to generate electricity;
Sc5.1.4 Discover dry cell is the main source of energy in the circuit;
Sc5.1.5 Draw and label the diagram of dry cell and light bulb;
Sc5.1.6 Distinguish between close circuit and open circuit;
Sc5.1.7 Interpret electric circuit drawing and circuit diagram;
Sc5.1.8 Represent electric circuit with symbols;
Sc5.1.9 Understand electric current flows in closed circuit;
Sc5.1.10 Recognize the current flowing in an electric circuit affects the brightness of the
bulb;
Sc5.1.11 Discover when the dry cell is added to a circuit the bulbs become brighter;
Sc5.1.12 Identify when the light bulb is added to a circuit the bulbs become dim;
Sc5.1.13 Infer the arrangement of dry cell in the circuit affects the brightness of the bulb;
Sc5.1.14 Arrange dry cell in parallel and series circuit;
Sc5.1.15 Distinguish between good conductors and insulators of electricity;
Sc5.1.16 Infer metals are good conductors of heat and electricity;
Sc5.1.17 Acknowledge electricity does not pass through insulators;
Sc5.1.18 List examples of conductors and insulators of electricity;
Sc5.1.19 Explain the uses of insulators and conductors of electricity;
Sc5.1.20 Confirm electricity can cause damages if used incorrectly or carelessly;
Sc5.1.21 List the injury caused due to improper use of electricity;
Sc5.1.22 Explain the safety precautions while using electricity;
Sc5.1.23 Understand conserving energy means saving energy and using wisely;
Sc5.1.24 Describe the need of conserving electricity;
Sc5.1.25 Justify the effects of not conserving electricity;
Sc5.1.26 Record the ways of conserving electricity.
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Saint Gabriel’s Foundation
The Learning Strands, Standards and Indicators
Subject: Science I.E.
Code
Level: Grade 5
Semester 2
Strand 1: Living and Family
Sub-Strand: Unit of Life
Standard Sc 1.1
Understanding basic unit of living things; relationship between structures
and functions of living things, which are interlinked; investigative process
for seeking knowledge; ability to communicate acquired knowledge that
could be applied to one’s life and care for living things
Indicators:
Sc1.1.1 Identify the basic unit of living things;
Sc1.1.2 Identify the different parts of a typical plant cell and animal cell and relate the
parts to the functions;
Sc1.1.3 Draw a typical plant and animal cell and identify the parts;
Sc1.1.4 Explain the different organisms that contain different numbers of cells;
Sc1.1.5 Identify the tools used in investigating cells;
Sc1.1.6 Identify and explain the different parts of a microscope and their functions;
Sc1.1.7 Identify a typical plant cell and its parts;
Sc1.1.8 Explain and discuss the functions of the different parts of the plant cell;
Sc1.1.9 Identify an animal cell and its parts;
Sc1.1.10 Explain and discuss the functions of the different parts of the animal cell;
Sc1.1.11 Compare and contrast plant and animal cells in terms of parts and functions;
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Sc1.1.12 Identify and explain cell division;
Sc1.1.13 Discuss the function of cell division in growth;
Sc1.1.14 Relate cell division to other forms of life;
Sc1.1.15 Communicate acquired knowledge through written work, drawing, presentation,
and recitation.
Strand 1: Living and Family
Sub-Strand: Reproduction in Plants
Standard Sc 1.1
Understanding basic unit of living things; relationship between structures
and functions of living things, which are interlinked; investigative process
for seeking knowledge; ability to communicate acquired knowledge that
could be applied to one’s life and care for living things
Indicators:
Sc1.1.1 Identify and explain that living things undergo reproduction;
Sc1.1.3 Identify the reasons that living things undergo reproduction (extinction,
endangerment);
Sc1.1.4 Investigate the different ways in which plants reproduce;
Sc1.1.5 Differentiate between flowering and non-flowering plants;
Sc1.1.6 Identify and explain sexual reproduction in plants;
Sc1.1.7 Identify and explain the stages in the life cycle of flowering plants;
Sc1.1.8 Explain the some flowering plants reproductive parts are found on separate
flowers;
Sc1.1.9 Observe, identify and explain the different structures of flowers involved in
reproduction;
Sc1.1.10 Investigate how pollination occurs in plants;
Sc1.1.11 Differentiate the different types of dispersal;
Sc1.1.12 Identify which plants are dispersed in each manner and the different
characteristics of plants dispersed in each way;
Sc1.1.13 Identify and explain germination in plants;
Sc1.1.14 Outline the steps of the sexual reproduction process in plants;
Sc1.1.15 Compare and contrast sexual reproduction and asexual reproduction in plants;
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Sc1.1.16 Identify types of plants that are reproduced asexually in different ways;
Sc1.1.17 Classify and describe different plants in terms of reproduction;
Sc1.1.18 Observe, investigate and identify plants propagation and apply acquired
knowledge for useful purposes.
Strand 1: Living and Family
Sub-strand: Reproduction in Animals
Standard Sc 1.1
Understanding basic unit of living things; relationship between structures
and functions of living things, which are interlinked; investigative process
for seeking knowledge; ability to communicate acquired knowledge that
could be applied to one’s life and care for living things
Indicators:
Sc1.1.1 Identify and explain that living things reproduce to ensure the continuity of life
and that their traits are passed on from parents to offspring;
Sc1.1.2 Explain animal reproduction and propagation;
Sc1.1.3 Compare and contrast asexual and sexual reproduction in animals;
Sc1.1.4 Identify some animals that reproduce asexually;
Sc1.1.5 Identify and explain the parts involved in sexual reproduction in humans and
their functions;
Sc1.1.6 Differentiate internal fertilization from external fertilization (ex. Frog and
human);
Sc1.1.7 Classify and explain a given animal in terms of its method of reproduction;
Sc1.1.8 Identify and differentiate between male and female reproductive organs and cells;
Sc1.1.9 Identify and explain life cycles of some animals;
Sc1.1.10 Compare and contrast each of the life cycles in animals; and apply acquired
knowledge for useful purposes.
Strand 1: Living and Family
Sub-Strand: Reproduction in Animals
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Standard Sc 1.2
Understanding of process and importance of genetic transmission;
evolution of living things; biodiversity; application of biotechnology
affecting humans and the environment; investigative process for seeking
knowledge and scientific mind; communicating knowledge that could be
applied for useful purposes
Indicators:
Sc1.2.1 Identify and explain the importance of heredity;
Sc1.2.2 State the differences in terms of heredity between different species of animals;
Sc1.2.3 Identify genetics and heredity and explain examples of genetic transmission in
humans;
Sc1.2.4 Explain which part of the cell is responsible for genetic transmission;
Sc1.2.5 Explain in a simple way the evolution of living things and biodiversity on Earth;
Sc1.2.6 Identify how reproduction brings about greater variation in living things;
Sc1.2.7 Apply acquired knowledge for useful purposes.
Strand 1: Living and Family
Sub-Strand: Photosynthesis and Respiration
Standard Sc 1.1
Understanding basic unit of living things; relationship between structures
and functions of living things, which are interlinked; investigative process
for seeking knowledge; ability to communicate acquired knowledge that
could be applied to one’s life and care for living things
Indicators:
Sc1.1.1 State that energy is required for life processes and to make things work;
Sc1.1.2 State that the Sun is our primary source of energy;
Sc1.1.3 Identify and explain the process of photosynthesis;
Sc1.1.4 Outline the steps of the photosynthesis process;
Sc1.1.5 Identify and explain the raw materials (reactants) and the products of the
photosynthesis process and their roles.
Sc1.1.6 Identify and explain the role of chlorophyll in photosynthesis;
Sc1.1.7 Relate and explain how the food produced by plants becomes a source of energy
for animals;
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Sc1.1.8 Trace the energy pathway from the sun through all living things and identify the
roles of various organisms (producers, consumers, decomposers, predators, prey) in a
food chain and food web;
Sc1.1.9 Differentiate the ways in which plants and animals obtain their food;
Sc1.1.10 Compare and contrast food chains and food webs;
Sc1.1.11 Identify and explain the process of respiration;
Sc1.1.12 Trace the pathway of energy from food to body cells to the outcomes of
respiration;
Sc1.1.13 Compare and contrast photosynthesis and respiration;
Sc1.1.14 Demonstrate the interdependence of plants and animals in acquiring energy; and
apply acquired knowledge for useful purposes.
Basic Standard of Learning:
Semester
Semester 1
Semester 2
Sub-Strands
The Solar System
Forces and Simple Machines
Electricity
Unit of Life
Reproduction in Plants
Reproduction in Animals
Photosynthesis and Respiration
Standards
Sc 7.1
Sc 4.1
Sc 5.1
Sc 1.1
Sc 1.1
Sc 1.1, Sc 1.2
Sc 1.1
References:
Sumitra Siromani (2011). My World of Science for Primary 5. 1st Edition, Black
Swan Private Limited, India
Ministry of Education, The Basic Education Core Curriculum (2008). Thailand
Noted by:
Approved by:
______________________________
______________________________
Head, Academic Affairs
School Director
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