Science CG

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
SCIENCE
(Grade 3 to Grade 10)
August 2016
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country’s cultural heritage.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, sciencetechnology-
society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely,
constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’
interest and let them become active learners.
K to 12 Science Curriculum Guide August 2016 Page 2 of 330

Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.

Scientific, Technological and
Environmental Literacy
Developing and
Demonstrating Scientific
Attitudes and Values
Brain-based
learning
The Conceptual Framework of Science Education CORE LEARNING AREA STANDARD: (SCIENCE
FOR THE ENTIRE K TO 12)

The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
K–3 4–6 7–10 11-12
At the end of Grade 3, the At the end of Grade 6, the learners At the end of Grade 10, the learners should At the end of Grade 12, the learners
learners should have acquired should have developed the essential have developed scientific, technological, and should have gained skills in obtaining
healthful habits and skills of scientific inquiry – designing environmental literacyand can make that scientific and technological information
havedeveloped curiosity about simple investigations, using appropriate would lead to rational choices on issues from varied sources about global
self and their environment procedure, materials and tools to gather confronting them. Having been exposed to issues that have impact on the
using basic process skills of evidence, observing patterns, scientific investigations related to real life, country. They should have acquired
observing, communicating, determining relationships,drawing they should recognize that the central feature scientific attitudes that will allow them
comparing, classifying, conclusions based on evidence, and of an investigation is that if one variable is to innovate and/or create products
measuring, inferring and communicating ideas in varied ways to changed (while controlling all others), the useful to the community or country.
predicting. This curiosity will make meaning of the observations effect of the change on another variable can They should be able to process
help learners value science as and/or changes that occur in the be measured. The context of the investigation information to get relevant data for a
an important tool in helping environment. The content and skills can be problems at the local or national level problem at hand. In addition, learners
them continue to explore their learned will be applied to maintain good to allow them to communicate with learners should have made plans related to
natural and physical health, ensure the protection and their interests and expertise, with
in other parts of the Philippines or even from
environment. This should also improvement of the environment, and consideration forthe needs of their
other countries using appropriate technology.
include developing scientific practice safety measures. community and the country — to
knowledge or concepts. pursue either employment,
The learners should demonstrate an
entrepreneurship, or higher education.
understanding of science concepts and apply
science inquiry skills in addressingreal-world
problems through scientific investigations.

GRADE/LEVEL Grade-Level Standards
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
Kindergarten
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
Grade 1
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
Grade 3 At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.

Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to
schools.
Grade 4 At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.

schools.

At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
Grade 5 become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.

schools.
At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other
members of the solar system.
Grade 8
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products
are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.

schools.
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions. Learners
can explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve
efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby heat is
Grade 10 released, affecting the physical and biological components of the environment. Learners will have completed the study of the entire organism
with their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. Learners can
explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the human
body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
SEQUENCE OF DOMAIN/STRANDS PER QUARTER

schools.
SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10
MATTER
Grade 3 Grade 4 Grade 5 Grade 6
PROPERTIES OF MATTER
When learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed the
and materials, they become aware of solids, liquids, or gases, materials product labels, learners can critically decide changes when mixing a solid in a liquid or a
their different characteristics such as may also be grouped according to whether these materials are harmful or not. liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they From these investigations, learners can now
and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and describe the appearance of mixtures as
objects and materials can be grouped whether they decay or not liquids in making useful materials and uniform or non-uniform and classify them as
into solids, liquids or gases. products. homogeneous or heterogeneous mixtures.
CHANGES THAT MATTER UNDERGO

schools.
Using the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the components
among solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learners
learners investigate ways in which solid when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating these
turns into liquid, solid into gas, liquid pressed, and cut. materials, and changing the temperature. components from the mixture. They will infer
into gas, and liquid into solid, as In Grade 5, they investigate changes that that the characteristics of each of the
affected by temperature. After investigating the changes in take place under the following conditions: components remain the same even when the
some observable characteristics
presence or lack of oxygen (in air), and component is part of the mixture.
of materials due to temperature
applying heat. They learn that some of
in Grade 3, learners can now
inquire about changes observed these conditions can result in a new
when a solid is mixed with a product. Knowing these conditions enable
liquid or when a liquid is mixed them to apply the “5R method” (recycling,
with another liquid. reducing, reusing, recovering and repairing)
at home and in school.
Learners learn that some changes
in the characteristics of a product
such as food or medicine may
affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide
when these products become
harmful.

schools.
PROPERTIES AND STRUCTURE OF MATTER
In Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from matter is made up of particles, the structure learned in Grade 8, learners different conditions based on their knowledge
heterogeneous mixtures. In Grade 7, smallest of which is the atom. These describe how atoms can form units of the motion of and distances between gas
learners investigate properties of particles are too small to be seen called molecules. They also learn about particles. Learners then confirm whether their
solutions that are homogeneous through a microscope. The ions. Further, they explain how atoms explanations are consistent with the Kinetic
mixtures. They learn how to express properties of materials that they form bonds (ionic and covalent) with Molecular Theory. They also learn the
concentrations of solutions qualitatively have observed in earlier grades can other atoms by the transfer or sharing of relationships between volume, temperature,
and quantitatively. They distinguish now be explained by the type of electrons. and pressure using established gas laws.
mixtures from substances based on a particles involved and the attraction
set of properties. between these particles. They also learn that the forces holding In Grade 9, learners learned that the bonding
metals together are caused by the characteristics of carbon result in the formation
Learners begin to do guided and attraction between flowing electrons and of large variety of compounds. In Grade 10,
semiguided investigations, making sure the positively charged metal ions.
they learn more about these compounds that
that the experiment they are conducting include biomolecules such as carbohydrates,
is a fair test. Learners explain how covalent bonding
lipids, proteins, and nucleic acids. Further, they
in carbon forms a wide variety of carbon
compounds. will recognize that the structure of these
compounds comprises repeating units that are
Recognizing that matter consists of an made up of a limited number of elements such
extremely large number of very small as carbon, hydrogen, oxygen, and nitrogen.
particles, counting these particles is not
practical. So, learners are introduced to
the unit—mole.
CHANGES THAT MATTER UNDERGO

schools.
Learners recognize that materials Learners learn that particles are Learners explain how new compounds In Grade 9, learners described how particles
combine in various ways and through always in motion. They can now are formed in terms of the rearrange to form new substances. In Grade
different processes, contributing to the explain that the changes from solid rearrangement of particles. They also 10, they learn that the rearrangement of
wide variety of materials. Given this to liquid, solid to gas, liquid to solid, recognize that a wide variety of useful particles happen when substances undergo
diversity, they recognize the importance and liquid to gas, involve changes in
compounds may arise from such chemical reaction. They further explain that
of a classification system. They become the motion of and relative distances
familiar with elements and compounds, rearrangements. when this rearrangement happens, the total
between the particles, as well as the
metals and non-metals, and acids and attraction between them. number of atoms and total mass of newly
bases. formed substances remain the same. This is
They also recognize that the same the Law of Conservation of Mass. Applying this
Further, learners demonstrate that particles are involved when these law, learners learn to balance chemical
homogeneous mixtures can be changes occur. In effect, no new equations and solve simple mole-mole,
separated using various techniques. substances are formed. molemass, and mass-mass problems.
LIVING THINGS AND THEIR ENVIRONMENT

PARTS AND FUNCTION OF ANIMALS AND PLANTS
In Grade 3, learners observe and In Grade 4, the learners are After learning in Grade 4 how the major In Grade 6, learners describe the interactions
describe the different parts of living introduced to the major organs of organs of the human body work together, among parts of the major organs of the
things focusing on the sense organs the human body. the learners now focus on the organs of human body.
of humans and the more familiar the reproductive systems of humans,
external parts of animals and plants. They also learn about some parts animals, and plants. They also learn how vertebrates and
that help plants and animals survive invertebrates differ and how non-flowering
They also explore and describe in places where they live. plants reproduce,
characteristics of living things that
distinguish them from non-living
things.
HEREDITY:INHERITANCE AND VARIATION

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

schools.
In Grade 7, learners are introduced to the In Grade 8, learners gain knowledge of Learners study the coordinated Learners learn that organisms have
levels of organization in the human body how the body breaks down food into functions of the digestive, respiratory, feedback mechanisms that are
and other organisms. They learn that forms that can be absorbed through and circulatory systems. coordinated by the nervous and
organisms consist of cells, most of which the digestive system and transported endocrine systems. These mechanisms
are grouped into organ systems that to cells. They also learn that nutrients enter help the organisms maintain
perform specialized functions. the bloodstream and combine with homeostasis to reproduce and survive.
Learners learn that gases are oxygen taken in through the
exchanged through the respiratory respiratory system. Together, they are
system. This provides the oxygen transported to the cells where oxygen
needed by cells to release the energy is used to release the stored energy.
stored in food.
They also learn that dissolved wastes

are removed through the urinary
system while solid wastes are
eliminated through the excretory
system.
HEREDITY:INHERITANCE AND VARIATION
After learning how flowering and non Learners study the process of cell Learners study the structure of genes Learners are introduced to the structure
flowering plants reproduce, Grade 7 division by mitosis and meiosis. They and chromosomes, and the functions of the DNA molecule and its function.
learners are taught that asexual understand that meiosis is an early they perform in the transmission of
reproduction results in genetically identical step in sexual reproduction that leads traits from parents to offspring. They also learn that changes that take
to variation. place in sex cells are inherited while
offspring whereas sexual reproduction gives
rise to variation. changes in body cells are not passed on.
BIODIVERSITY AND EVOLUTION

schools.
Learners learn that the cells in similar Learners learn that species refers to a Learners learn that most species that Learners revisit the mechanisms involved
tissues and organs in other animals are group of organisms that can mate with have once existed are now extinct. in the inheritance of traits and the
similar to those in human beings but differ one another to produce fertile offspring. Species become extinct when they fail changes that result from these
somewhat from cells found in plants. They learn that biodiversity is the to adapt to changes in the mechanisms. Learners explain how
environment. natural selection has produced a
collective variety of species living in an
succession of diverse new species.
ecosystem. This serves as an Variation increases the chance of living
introduction to the topic on hierarchical things to survive in a changing
taxonomic system. environment.

ECOSYSTEMS
Learners learn that interactions occur Learners learn how energy is Learners learn how plants capture among the different
levels of organization in transformed and how materials are energy from the Sun and store energy ecosystems. Organisms
of the same kind cycled in ecosystems. in sugar molecules (photosynthesis).
interact with each other to form This stored energy is used by cells populations; populations interact with other
during cellular respiration. These two populations to form communities. processes are related to each other.
FORCE, MOTION AND ENERGY

FORCE AND MOTION
Learners observe and identify different Learn
sources of light, heat, sound, andof sound
Learners observe and explore and Learners now learn that if force is This time, learners begin to accurately Aside from the identified causes
electricity perfo
investigate how things around them applied on an object, its motion, size, measure the amount of change in the motion in in their 3,
Grade environment and their
such as people,
uses in everyday life. demo
move and can be moved. They also or shape can be changed. They will movement of an object in terms of its animals, wind, and water, learners
variou
identify things in their environment that further understand that these changes distance travelled and time of travel also learn about gravity and friction as
depend on the amount of force applied using appropriate tools. other causes or factors that affect the Note:
can cause changes in the movement of 4 bec
on it (qualitative). They also learn that movement of objects.
objects. magnets can exert force on some charg
objects and may cause changes in their grade
movements.

schools.
Learners investigate the impact of human activities and other organisms on ecosystems.
They learn how biodiversity influences the stability of ecosystems.

Grade 7 EN
ER
From a simple understanding of motion, learners study more scientific ways of describing (in terms of distance, speed, and G
acceleration) and representing (using motion diagrams, charts, and graphs) the motion of objects in one dimension. Y
Learners realize that transferred energy
Learners explain how conservation of
Learners acquire more knowledge about
This time learners recognize that different forms of energy travel in different ways—light and sound travel through waves, heat may cause changes in the properties of
travels through moving or vibrating particles, and electrical energy travels through moving charges. In Grade 5, they learned mechanical energy is applied in some
about the different modes of heat transfer. This time, they explain these modes in terms of the movement of particles. the properties of light as applied in the
object. They relate the observable
structures, such as roller coasters, and in
optical instruments.
changes in temperature, amount of
natural environments like waterfalls.
They Learners also use the concept of
moving current, and speed of sound to
the further describe the
transformation of charges and
magnetic fields in explaining
changes in energy of the particles.
energy that takes place in hydroelectric
the principle behind generators and
power plants. motors.
L
e
a
Grade 8 Grade 9 Grade 10 r
FORCE AND MOTION n
This time, learners study the concept of To deepen their understanding of motion, From learning the basics of forces e
in force and its relationship to motion. learners use the Law of Conservation of Grade 8, learners extend their They use r
Newton’s Laws of Motion to Momentum to further explain the motion understanding of forces by describing s
explain why objects move (or do not of objects. how balanced and unbalanced forces, a
move) the way they do (as described in From motion in one dimension in the either by solids or liquids, affect the l
Grade 7). They also realize that if force previous grades, they learn at this level movement, balance, and stability of is s
applied on a body, work can be done about motion in two dimensions using objects. and may cause a change in the o
energy projectile motion as an example. of the body. l
earn about the relationship between heat
and work, and apply this concept to explain
how geothermal power plants operate.
After they have learned how electricity is
generated in power plants, learners
further develop their understanding of
transmission of electricity from power
stations to homes.
EARTH AND SPACE
GEOLOGY
Learners will describe what makes After familiarizing themselves with In this grade level, learners will learn that Learners will learn that aside from weathering
up their environment, beginning with the general landscape, learners will our surroundings do not stay the same and erosion, there are other processes that
the landforms and bodies of water investigate two components of the forever. For example, rocks undergo may alter the surface of the Earth:
found in their community. physical environment in more detail: weathering and soil is carried away by earthquakes and volcanic eruptions. Only the
soil and water. They will classify soils erosion. Learners will infer that the surface effects of earthquakes and volcanic eruptions
in their community using simple of the Earth changes with the passage of are taken up in this grade level, not their
criteria. They will identify the time. causes (which will be tackled in Grades 8 and
different sources of water in their 9). Learners will also gather and report data
community. They will infer the on earthquakes and volcanic eruptions in their
importance of water in daily community or region.
activities and describe ways of using
water wisely.
METEOROLOGY
Learners will describe the different After making simple descriptions Learners will learn that the weather does After learning how to measure the different
types of local weather, about the weather in the previous not stay the same the whole year round. components of weather in Grades 4 and 5,
grade, learners will now measure the Weather disturbances such as typhoons learners will now collect weather data within
components of weather using simple may occur. Learners will describe the the span of the school year. Learners will
instruments. They will also identify effects of typhoons on the community and interpret the data and identify the weather
trends in a simple weather chart. the changes in the weather before, during, patterns in their community.
and after a typhoon.
ASTRONOMY
Learners will describe the natural After describing the natural objects After learning about the Sun, learners will In Grade 6, learners will turn their attention to
objects that they see in the sky. that are seen in the sky, learners will now familiarize themselves with the Moon Earth as another natural object in space (in
now focus on the main source of and the stars. They will describe the addition to the Sun, Moon, and stars).
heat and light on Earth: the Sun, its changes in the appearance of the Moon and Learners will learn about the motions of the
role in plant growth and discover that the changes are cyclical, and Earth: rotation and revolution. Learners will
development, and its effect on the that the cycle is related to the length of a also compare the different members that
activities of humans and other month. Learners will identify star patterns make up the Solar System and construct
animals. that can be seen during certain times of the models to help them visualize their relative
year. sizes and distances.

GEOLOGY
Learners will explore and locate places As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
using a coordinate system. They will of Fire, the Philippines is prone to Philippines is home to many volcanoes. that volcanoes, earthquake
discover that our country’s location earthquakes. Using models, learners will Using models, learners will explain what epicenters, and mountain ranges are
near the equator and along the Ring of explain how quakes are generated by happens when volcanoes erupt. They will not randomly scattered in different
faults. They will try to identify faults in the
Fire influences elements of up describe the different types of volcanoes and places but are located in the same
community and differentiate active faults
Philippine environment (e.g., natural differentiate active volcanoes from inactive areas. This will lead to an
from inactive ones.
resources and climate). ones. They will also explain how energy from appreciation of plate tectonics—a
volcanoes may be tapped for human use. theory that binds many geologic
processes such as volcanism and
earthquakes.
METEOROLOGY

schools.
Learners will explain the occurrence of Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonics
atmospheric phenomena (breezes, Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Space
monsoons, and ITCZ) that are 5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because the
commonly experienced in the country Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics in
as a result of the Philippines’ location develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and more
with respect to the equator, and landforms and bodies of water, and why over a wide area (e.g., El Niño and global time is needed to explore
surrounding bodies of water and typhoons follow certain paths as they move warming). connections and deepen learners’
landmasses. within the Philippine Area of Responsibility. understanding.
ASTRONOMY
Learners will complete their survey of the Learners will now leave the Solar System and
Learners will explain the occurrence of
Solar System by describing the learn about the stars beyond. They will infer
the seasons and eclipses as a result of
characteristics of asteroids, comets, and the characteristics of stars based on the
the motions of the Earth and the
other members of the Solar System. characteristics of the Sun. Using models,
Moon. Using models, learners will
learners will show that constellations move in
explain that because the Earth revolves
the course of a night because of Earth’s
around the Sun, the seasons change,
rotation, while different constellations are
and because the Moon revolves around
observed in the course of a year because of
the Earth, eclipses sometimes occur.
the Earth’s revolution.
GRADE 3
PERFORMANCE LEARNING COMPETENCY LEARNING SCIENCE

CONTENT CONTENT STANDARDS CODE
STANDARDS MATERIALS EQUIPMENT
Grade 3 – MATTER
FIRST QUARTER/FIRST GRADING PERIOD

schools.
1. BEAM 5. Unit 4. 1. 5-Newton
1. Properties The learners demonstrate The learners should be The learners should be able Learning Guides. 3 Spring
1.1. Characteristics understanding of… able to… to… Materials. Module 1. Balance
of solids, February 2007.
liquids, and ways of sorting materials group common objects 1. describe different objects 2. Moving Onward with 2. Beral Pipette
gases and describing them as found at home and in based on their Science and Health 1 Dropper
solid, liquid or gas based school according to characteristics (e.g. Teacher’s
on observable properties solids, liquids and gas Shape, Weight, Volume, Manual.
3. Doublepan
Ease of flow); DunganRamires,
Balance,
Cristeta, et al. 1997.
pp. 56- 500g
69
3. Growing with Science
and Health 1.
Domanais, Lucia C.,
S3MT-Ia-b-1 et al. 1997. pp.
115-119, 152-155.*
4. Science and Health
1. Coronel,
Carmelita C., et al.
2000. pp. 83-91.
5. Science and Health 1.
Bañez,
Resurreccion S., et
al. 1998. pp. 108-
121. *
Today 1.
Apolinario, Nenita
A. 1997. pp. 125-
133. *
7. Into the Future:
Science and Health

schools.

schools.
2. Estrella, Sonia V.,
1. Properties The learners demonstrate The learners should be The learners should be able S3MT-Ia-b-1 et al. 1997. pp.
1.1. Characteristics understanding of… able to… to… 84-97.*
of solids, 8. Science and Health
liquids, and ways of sorting materials group common objects 1. describe different objects Today 2.
gases and describing them as found at home and in based on their Apolinario, Nenita
solid, liquid or gas based school according to characteristics (e.g. A. 1997. pp. 123-
on observable properties solids, liquids and gas Shape 125. *
and Health 2.
Domanais, Lucia C.
et al. 1997. pp.
114-118. *
10. Moving Onward with
Science and Health 1
Teacher’s
Manual.
DunganRamirez,
pp. 56-
59. *
11. Our World of
Science and Health 1
Teachers Manual.
Santiago, Erlinda M.
1997. pp. 61-62.
*
12. Science for
Everyone 1 Teacher’s
manual. De Lara,
Ruth G.
1997.pp. 90-93. *
13. Science and Health 2
Teacher’s

schools.
Manual. Apostol, Joy
A., et al. 1997.
pp. 75-77. *

schools.

schools.
1. BEAM 5. Unit 4.
1. Properties The learners demonstrate The learners should be 2. classify objects and S3MT-Ic-d-2 Learning Guides. 3
1.1. Characteristics understanding of… able to… materials as solid, liquid, Materials. Module 1.
of solids, liquids, and gas based on some February 2007.
and ways of sorting materials group common objects observable 2. Our World of Science
gases and describing them as found at home and in characteristics; and Health
solid, liquid or gas based school according to 1. Santiago, Erlinda
on observable properties solids, liquids and gas M. 1997. pp. 105-
124. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 126-
136. *
4. Exploring Science
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 82-100. *
Apostol, Joy A., et al.
1997. pp.
112-123. *
and Health 2.
Domanais, Lucia C.,
et al. 1997.
114-130. *
7. Science for Daily Use
2. Menguito, Perla B.,
et al.
1997. pp. 111-125. *
8. Science for

schools.
Everyone 2. De Lara,
Ruth G. 1997. pp.
98-112. *
2. Coronel,

schools.
Carmelita C. 1997.
The learners demonstrate The learners should be 2. classify objects and S3MT-Ic-d-2 pp. 114-137. *
1. Properties understanding of… able to… materials as solid, 10. Science Around Us
1.1. Characteristics of liquid, and gas based on 2. Garcia, Ligaya B.,
solids, liquids, ways of sorting materials group common objects some observable et al. 1997. pp.
and and describing them as found at home and in characteristics; 103-119. *
gases solid, liquid or gas based school according to 11. Science and Health
on observable properties solids, liquids and gas for Life 2. Carale, Dr.
Lourdes R., et al.
1997. pp. 141-
154. *

schools.
3. describe ways on the S3MT-Ie-g-3 1. Science and Health 3

proper use and handling Teacher’s
solid, liquid and gas Manual. Jacinto,
found at home and in Emilio S. Jr., et al.
school; and 1997. pp. 109-111.
*
2. Science Around Us
3. Garcia, Ligaya B., et
al. 1997. pp. 113-
114. *


schools.
2. Changes that effects of temperature on investigate the different 4. describe changes in BEAM 5. Unit 4. 8 Plastic
Materials Undergo materials changes in materials as materials based on the Physical and Chemical Thermometer,
affected by temperature effect of temperature: Changes. Distance non-mercury
4.1 Solid to liquid S3MT-Ih-j-4 Learning Modules. DLP
4.2 Liquid to solid 26.
4.3 Liquid to gas
4.4 Solid to gas
Grade 3 – Living Things and Their Environment SECOND

QUARTER/SECOND GRADING PERIOD

schools.
1. BEAM 3. Unit 1. 1. Human
1. Living Things The learners demonstrate The learners should be The learners should be able S3LT-IIa-b-1 Distance Learning Ear Model
understanding of… able to … to… Modules. DLP 1. 2. Human Nose
1.1 Humans 2. Science for Model
parts, and functions of the practice healthful habits 1. describe the parts and Everyone 1. De 3. Human
sense organs of the in taking care of the functions of the sense Lara, Ruth G. 1997.
1.1.a Sense Torso
sense organs organs of the human pp. 1-11*
Organs human body Model
body; 3. Science and Health
(miniature
1. Santiago, Ma.
-type)
Lourdes B. 1997.
pp. 1-7.*
4. Into the Future:
Science and Health
et al. 1997. pp.
1-9. *
Today 1.
Apolinario, Nenita A.
1997. pp. 2-17.
*
6. Moving Onward with
Science and
Health 1.
DunganRamirez,
Cristeta.
1997. pp. 11-17. *

schools.
1. Living Things The learners demonstrate The learners should be The learners should be able S3LT-IIa-b-1 7. Growing with Science
understanding of… able to … to… and Health 1.
1.2 Humans Domanais, Lucia C.,
parts, and functions of the practice healthful habits 1. describe the parts and et al. 1997. pp.
1.1.a Sense Organs sense organs of the in taking care of the functions of the sense 2-4. *
human body sense organs organs of the human body; 8. Science and Health
1. Bañez,
Resurreccion S., et
al. 1998. pp. 2-8. *
1. Coronel,
2000. pp. 3-9.
10. Our World of Science
and Health
1. Santiago, Erlinda
M. 1997. pp. 2-17.
*
1. Coronel,
Carmelita C. 1997.
pp. 19-23. * 12. Science
for
Manual. De Lara,
Ruth G.
1997. pp. 8-18. *
13. Growing with
Science and Health
2 Teacher’s Manual.
Domanais, Lucia C.,
et al.
1997. pp. 2-20. *

schools.
2 Teacher’s
Manual. Coronel,

schools.
Carmelita C. 1997.
1. Living Things The learners demonstrate The learners should be The learners should be able S3LT-IIa-b-1 pp. 14-20. *
understanding of… able to … to… 15. Science and Health
1.1 Humans 2 Teacher’s
parts, and functions of the practice healthful habits 1. describe the parts and Manual. Apostol, Joy
1.1.a Sense Organs sense organs of the in taking care of the functions of the sense organs A., et al. 1997. pp.
human body sense organs of the human body; 1-6. *
16. Into the Future:
Science and Health
Estrella, Sonia V., et
al.
1997. pp. 11-13. *

schools.
1. BEAM 3. Unit 1.
2. enumerate healthful habits S3LT-IIa-b-2 Distance Learning
to protect the Modules. DLP 9.
sense organs; 2. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 10.
3. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 11.
4. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 12.
2. Coronel,
Carmelita C. 1997.
pp. 19-23. *
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 9-13. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.


schools.
4-13. *
1. Living Things The learners demonstrate The learners should be 2. enumerate healthful S3LT-IIa-b-2 8. Science and Health
understanding of… able to … habits to protect the sense 2. Coronel,
1.1 Humans organs; Carmelita C., et al.
parts, and functions of the practice healthful habits 2000. pp. 15-21.
1.1.a Sense Organs sense organs of the in taking care of the 9. Science for Everyone
human body sense organs 2. De Lara, Ruth G.
1997. pp. 19-25. *
Today 2.
1997. pp. 28-34.
*
and Health 1
Teacher’s Manual.
Domanais, Lucia C.,
et al.
1997. pp. 14-16. *
Teacher’s Manual.
Coronel, Carmelita C.
1997.
pp. 27-29. *

schools.
1. BEAM 3. Unit 2. 1. Model of
2.Living Things parts and functions of enumerate ways of 3. describe animals in their S3LT-IIc-d-3 Distance Learning invertebrates
animals and importance to grouping animals based immediate surroundings; Modules. DLP 18. 2. Model of
2.1 Animals humans on their structure and 2. Science for Daily vertebrates
importance Use. Menguito, Perla
B., et al.
1997. pp. 52-55. *
3. Into the Future:
Science and Health
et al. 1997. pp.
36-37. *
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 33-35. *
5. Into the Future:
Science and Health
et al. 1997. pp.
44-45. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 52-55. *
7. Science for Everyone
1. De Lara, Ruth G.
1997. pp. 59-62. *
Today 1.
Apolinario, Nenita
A. 1997. pp. 72-76. *
1. Coronel,
schools.
Carmelita C. 1997.
pp. 58-61. *

schools.

schools.
2.Living Things parts and functions of enumerate ways of 4. identify the parts and S3LT-IIc-d-4 1. 1. Hand
animals and importance to grouping animals based functions of animals; BEAM 3. Unit 2. Magnifying
on their structure and Distance Learning
2.1 Animals humans Lens, 5X
importance 2. Modules. DLP 19.
2. Model of
Science and Health invertebrates
1. Coronel, 3. Model of
Carmelita C. 1997. vertebrates
3. pp. 53-57.*
Science for
Everyone 1. De
Lara, Ruth G. 1997.
4. pp. 52-54. * Science
and Health
1. Bañez,
5. Resurreccion S., et
al. 1998. pp. 56-60. *
Into the Future:
Science and Health
6. et al. 1997. pp.
36-43. *
Science for
Everyone 2. De
7. Lara, Ruth G. 1997.
pp. 49-53. * Into
the Future:
Science and Health
8. et al. 1997. pp.
26-33. *
Science and Health
9. Today 2.
Apolinario, Nenita
A. 1997. pp. 60-63. *
schools.
Science and Health
2. Apostol, Joy A.,
et al. 1997. p. 57. *

schools.
2.Living Things parts and functions of enumerate ways of 4. identify the parts and S3LT-IIc-d-4 10. Science Around Us
animals and importance to grouping animals based functions of animals; 2. Garcia, Ligaya B.,
2.1 Animals humans on their structure and et al. 1997. pp.
importance 46-48. *
2. Coronel,
2000. pp. 41-46.
Jacinto, Emilio Jr. S.
1997. pp. 43-46. *
2 Teacher’s
Manual. Apostol, Joy
A., et al. 1997.
pp. 23-26. *

schools.
5. classify animals S3LT-IIc-d-5 1. BEAM 3. Unit 2. 1. Hand

according to body parts Distance Learning Magnifying
and use; Modules. DLP 24. Lens, 5X
2. Science and Health 2. Model of
2. Coronel, Invertebrat es
Carmelita C., et al. 3. Model of
2000. pp. 47-51. Vertebrates
2. Garcia, Ligaya B.,
et al. 1997. pp.
51-59. *
2. Apostol, Joy A., et
al. 1997. pp. 62-
67. *
2. De

6. Lara, Ruth G. 1997.
2.Living Things parts and functions of enumerate ways of 5. classify animals S3LT-IIc-d-5 pp. 54-58. * Into
animals and importance to grouping animals based according to body parts and the Future:
2.1 Animals humans on their structure and use; Science and Health
importance 1. Estrella, Sonia V.,
et al. 1997. pp. 38-
39. *
et al. 1997. pp. 51-
59. *
schools.
8. Exploring Science 1
Teacher’s Manual.
ReynaldoMangubat,
Ma.
Carmina. 1999. pp.
31-36. *
1.
6. state the importance of S3LT-IIc-d-6 BEAM 3. Unit 2.
animals to humans; Distance Learning
Modules. DLP 29.
2. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 70-72. *
3. Into the Future:
Science and Health
et al. 1997. pp. 48-
49. *


schools.
2.Living Things parts and functions of enumerate ways of 7. describe ways of proper S3LT-IIc-d-7 1. BEAM 3. Unit 2.
animals and importance to grouping animals based handling of animals; Distance Learning
2.1 Animals humans on their structure and Modules. DLP 31.
importance 2. Science for Daily Use
2. Menguito, Perla B.,
et al.
1997. pp. 76-79. *
for Life 2. Carale,
Lourdes R. 1997.
pp. 94-99. *
4. Into the Future:
Science and Health
2. Estrella, Sonia V.
1997. pp. 50-51. *
2. Coronel,
2000. pp. 60-61.
Apostol, Joy A., et al.
1997. pp. 71-
72. *
Today 2.
1997. pp. 92-97.
*
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 47-49. *
schools.
2. Coronel,
Carmelita C. 1997.
pp. 81-82.*

schools.

schools.
2.Living Things parts and functions of enumerate ways of 7. describe ways of proper S3LT-IIc-d-7 10. Science Around Us
animals and importance to grouping animals based handling of animals; 3. Garcia, Ligaya B.,
2.1 Animals humans on their structure and et al. 1997. pp.
importance 71-73. *
11. Science for
Manual.
De Lara, Ruth G.
1997. pp. 57-60. *
Apostol, Joy A. 1997.
pp.
44-45. *
Today 2 Teacher’s
Manual. Apolinario,
Nenita A. 1997. pp.
69-74. *
14. Science Around Us 2
Teacher’s
Manual. Garcia,
Ligaya B., et al.
1997. pp. 57-59. *
Science and Health
Estrella, Sonia V., et
al.
1997. pp. 43-44. *
Teachers Manual.

schools.
Coronel, Carmelita C.
1997. pp. 40-42.
*

schools.
2.Living Things parts and functions of enumerate ways of 7. describe ways of proper S3LT-IIc-d-7 17. Science for
animals and importance to grouping animals based handling of animals; Everyone 1 Teacher’s
2.1 Animals humans on their structure and Manual.
importance De Lara, Ruth G.
1997. pp. 61-63. *
Science and Health
1 Teacher’s
Manual. 1997. pp. 48-
50. *

schools.
3. Living Things external parts of plants and demonstrate the proper 1. describe the parts of S3LT-IIe-f-8 1. BEAM 3. Unit 3. Hand magnifying
their functions, and ways of handling plants different kinds of plants; Distance Learning lens
3.1 Plants importance to humans Modules. DLP 33.
2. BEAM 3. Unit 3.
Distance Learning
Modules. DLP 34.
et al. 1997. pp.
78-89. *
4. Science and Heath 2.
Coronel,
Carmelita C. 1997.
pp. 86-97. *
2. Siringan-
Rasalan, Elizabeth.
1999. pp. 56-65. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 106-
108. *


schools.
3. Living Things external parts of plants and demonstrate the proper 1. describe the parts of S3LT-IIe-f-8 7. Science and Health
their functions, and ways of handling plants different kinds of plants; 2. Coronel,
3.1 Plants importance to humans Carmelita C., et al.
2000. pp. 65-67.
et al. 1997. pp.
77-83. *
Teachers Manual.
ReynaldoMangubat,
ma.
Carmina. 1999. pp.
58-61. *
10. Our World of Science
and Health
Santiago, Erlinda M.
1997. pp. 46-48. *
and Health 1
Teacher’s Manual.
Domanais, Lucia C.
1997. pp.
91-93. *

schools.

schools.
1.
3. Living Things external parts of plants demonstrate the proper 2. state the importance of S3LT-IIe-f-9 BEAM 3. Unit 3.
and their functions, and ways of handling plants plants to humans; Distance Learning
3.1 Plants importance to humans Modules. DLP 38.
2.
Science and Health
1. Santiago, Ma.
Lourdes B. 1997.
pp. 100-101. *
3.
Science and Health
Santiago, Ma.
Lourdes B.
1997. p. 68. *
1.
3. describe ways of caring S3LT-IIe-f-10 BEAM 3. Unit 3.
and proper handling of Distance Learning
plants; Modules. DLP 40.
2. BEAM 3. Unit 3.
Distance Learning
Modules. DLP 41.
2. Apostol, Joy A.
1997. pp. 104-105.
*
2. Coronel,
2000. pp. 79-80.
schools.
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 136-
140. *
6. Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. Pp. 105-106.
*
et al. 1997. pp.
97-98. *
2. De Lara, Ruth G.
1997. pp. 93-94. *
Teachers Manual.
Santiago, Ma.
Lourdes B. 1997. p.
69. *
characteristics of living illustrates the difference 4. compare living with S3LT-IIe-f- Pilot School MTB-MLE.
and nonliving things between living and non- nonliving things; 11 Science TG. Quarter 1.
living things Day 1.
4. Heredity: Inheritance reproduction among given a photo of 5. infer that living things
S3LT-IIgh12
and humans, animals and plants offspring and parents, reproduce;
Variation and certain observable make a checklist of

schools.
characteristics that are possible characteristics 6. identify observable
passed from parents to that the offspring characteristics that
offspring inherited from the are passed on from
parents S3LT-IIg-h13
parents to offspring
(e.g., humans,
animals, plants);
5.Ecosystems basic needs of plants, list down activities which 7. identify the basic needs of S3LT-IIi-j- 1. Science and Health 2.
animals and humans they can perform at humans, plants and 14 Apostol, Joy A., et al.
home, in school, or in animals such as air, 1997. pp. 35-
their neighborhood to food, water, and 40, 70 and 103. *
keep the environment 2. Growing with Science
shelter;
clean and Health 1.
Domanais, Lucia C.,
et al. 1997. pp.
20-40 and 78-80. *
Today 2.
Apolinario, Nenita
A. 1997. pp. 36-44,
89-91 and 114-116.
*
8. explain how living things S3LT-IIi-j-

depend on the 15
environment to meet
their basic needs; and

schools.
9. recognize that there is a S3LT-IIi-j16

need to protect and
conserve the
environment.
PERFORMANCE LEARNING LEARNING SCIENCE

STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 3 – Force and Motion
THIRD QUARTER/THIRD GRADING PERIOD
Pair of
1. Force and Motion The learners demonstrate The learners should be The learners should be able 1. Bar
understanding of… able to… to… Magnets
Into the Future: Plastic
motion of objects observe, describe, and 1. describe the position of 2. Ruler, 12
Science and Health 2.
investigate the position a person or an object S3FE-IIIa-b1 inches or
Estrella, Sonia V., et al.
and movement of in relation to a 30cm
reference point such 1997. pp. 124-125. *
things around them
as chair, door,
another person;

schools.
2. identify things that can S3FE-IIIc-d-2 1. Science and Health 1. Pair of Bar
make objects move Today 1. Magnets
such as people, Apolinario, Nenita 2. Toy Car,
water, wind, magnets; A. 1997. pp. 154- non-
157. * friction,
2. Into the Future: nonbattery
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
126-131. *
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 171-
180. *
Use 2. Menguito,
Perla B., et al.
1997. pp. 144-150.
*
2. Apostol, Joy A.,
et al. 1997. pp.


schools.
6. 147-153. *
1. Force and Motion The learners demonstrate The learners should be 2. identify things that can S3FE-IIIc-d-2 Growing with
understanding of… able to… make objects move Science and Health
such as people, water, 1 Teacher’s Manual.
motion of objects observe, describe, and wind, magnets; Domanais, Lucia C.,
investigate the position et al.
and movement of things 1997. pp. 157-159.
around them *
Bañez, Resurreccion
S.
1998. pp. 100-102.
*
1.
3. describe the movements S3FE-IIIe-f-3 Growing with Toy car,
of objects such as Science and Health nonfriction,
fast/slow, 1. Domanais, Lucia nonbattery
forward/backward, C., et al. 1997. pp.
2. 166-168. *
stretching/compressin
g; Exploring Science 3
Teacher’s Manual.
Alsim-Madriaga,
Lucita. 2000. pp.
3.
108-111. *
Exploring Science 1
Teacher’s Manual.
ReynaldoMangubat,
Ma.
Carmina. 1999. pp.
100-102. *

schools.

schools.
4. 1. BEAM 3. Unit 5. 1. Connecting
2. Energy: Light, sources and uses of light, apply the knowledge of describe sources of S3FE-IIIg-h4 Distance Learning wires and
sound. sound, heat and electricity the sources and uses of light and sound, heat Modules. DLP 50. Bulb-Socket
light, sound, heat, and and electricity; and 2. BEAM 3. Unit 5. Assembly
2.1 Heat and electricity Distance Learning a. 250 mm
Electricity Modules. DLP 51. long with
3. Science Around Us crocodile
2. Garcia, Ligaya B., clips, red
et al. 1997. pp. b. bulb and
123-124 and 133- socket
assembly
4. 134. *
Science and Health
2. Coronel, 2. Dry Cell
Carmelita C., et al. Holder, 1
2000. pp. 105-106 chamber, for
5. and 114-115. size D
Science for dry cell
Everyone 2. De
Lara, Ruth G. 1997. 3. Flashlight
pp. 116-119 and with
6. 126-127. * Incandesce
Into the Future: nt Bulb
Science and Health
2. Estrella, Sonia
V., et al. pp. 105109
7.
and 114-115. *
Science for Daily
Use 2. Menguito,
Perla B., et al.
8. 1997. pp. 127-129
and 138-140. *
Exploring Science
2. Siringan-
Rasalan, Elizabeth.
9.
schools.
1999. pp. 101-105.
*
Science and Health

schools.
4. describe sources of light S3FE-IIIg-h4 for Life 2. Carale,
2. Energy: Light, sources and uses of light, apply the knowledge of and sound, heat and Dr. Lourdes R., et
sound. sound, heat and electricity the sources and uses of electricity; and al. pp. 156-163. *
light, sound, heat, and 5. enumerate uses of S3FE-IIIi-j-3 1. MISOSA 6. Module 1. Connecting
2.1 Heat and electricity light, sound, heat and 21. wires and Bulb-
Electricity electricity. 2. MISOSA 6. Module Socket
22. Assembly
3. MISOSA 6. Module a. 250 mm
23. long with
4. Science for Daily crocodile
Use 4. Lozada, clips, red
Buena A., et al. b. bulb and
2002. p. 162. * socket
assembly
2. Dry Cell
Holder, 1
chamber,
for size D
dry cell
3. Flashlight
with
incandesce
nt bulb
Grade 3 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD

schools.
1. BEAM 3. Unit 6.
1. Earth and Space The learners demonstrate The learners should be The learners should be able S3ES-IVa-b-1 Learning Guides.
1.1The Surroundings understanding of… able to… to… Me and my
Environment.
people, animals, plants, express their concerns 1. describe the things found January 2007.
in the 2.
lakes, rivers, streams, hills, about their Science and
mountains, and other surroundings through surroundings; Health 1. Coronel,
landforms, and their teacher-guided and self Carmelita C. 1997.
importance –directed activities pp. 176-186. *
3. Moving Onward
with Science and
Health 1.
1. Earth and Space The learners demonstrate The learners should be The learners should be able S3ES-IVa-b-1 DunganRamirez,
1.1The Surroundings understanding of… able to… to… Cristeta.
1997. pp. 175-
people, animals, plants, express their concerns 1. describe the things found 187. * Science
4.
lakes, rivers, streams, hills, about their in the surroundings; and Health
surroundings through Today 1.
mountains, and other
teacher-guided and self Apolinario, Nenita
landforms, and their
–directed activities A. 1997. pp. 164-
importance
170. *
5. Moving Onward
with Science and
Health 1 Teacher’s
Manual.
DunganRamirez,
Cristeta.
1997. pp. 83-87. *

schools.
6. Growing with
Science and Health
1 Teacher’s
Manual.
Domanais, Lucia
C. 1997. pp. 169-
171. *
1. BEAM 3. Unit 6.
2. relate the importance of S3ES-IVc-d-2 Learning Guides.
surroundings to people Me and my
and other living things; Environment.
January 2007.
2. Science and
Health Today 1.
1997. pp. 174-176.
3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997. pp.
193-197.
1. BEAM 4. Unit 8.
2. Earth and Space types and effects of express ideas about 3. describe the changes in S3ES-IVe-f-3 Distance Learning
2.1Weather weather as they relate to safety measures during the weather over a Modules. DLP 57.
daily activities, health and different weather period of time; 2. Science and Health
safety conditions creatively Today 1.
(through artwork, Apolinario, Nenita
poem, song) A. 1997. pp. 183-
186. *

schools.
3. Growing with
Science and Health
1.
Domanais, Lucia
C., et al. 1997. pp.
202-205. *
4. Our World of
Science and Health
1.
Santiago, Erlinda
M. 1997. pp.
166169. *
4. communicate how S3ES-IVg-h-4 1.

different types of BEAM 4. Unit 8.
weather affect activities Distance Learning
in the community; and 2. Modules. DLP 57.
Our World of
Science and Health
1.
Santiago, Erlinda
M. 1997. pp.
176180. *
Today 1.
Apolinario, nenita
A. 1997. pp. 187-
188. *
4. Growing with

schools.
Science and Health
2. Earth and Space types and effects of weather express ideas about 4. communicate how S3ES-IVg-h-4 1.
2.1Weather as they relate to daily safety measures during different types of weather Domanais, Lucia
activities, health and safety different weather affect activities C., et al. 1997. pp.
conditions creatively in the community; and 187-188. *
(through artwork, 5. Science for
poem, song) Everyone 2. De
Lara, Ruth G.
1997. pp. 177-
178. *
6. Into the Future:
Science and Health
et al.
1997. pp. 166-
167. *
7. Growing with
Science and Health
Domanais, Lucia
C., et al. 1997. pp.
168-170. *
8. Growing with
Science and Health
Domanais, Lucia
C., et al. 1997. pp.
186-188. *
9. Science for
Everyone 1
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 139-
140. *
schools.
10. Science and

schools.
Health Today 1
2. Earth and Space types and effects of weather express ideas about 4. communicate how S3ES-IVg-h-4 Teacher’s Manual.
2.1Weather as they relate to daily safety measures during different types of weather Apolinario, Nenita
activities, health and safety different weather affect activities A. 1997. pp. 132-
conditions creatively in the community; and 138. *
(through artwork,

schools.
poem, song) 1. BEAM 4. Unit 8.
5. enumerate and practice S3ES-IVg-h-5 Distance Learning
safety and precautionary Modules. DLP 58.
measures in dealing with 2. Into the Future:
different types of weather. Science and Health
et al.
1997. pp. 168-
169. *
3. Growing with
Science and Health
1.
Domanais, Lucia
C., et al. 1997. pp.
213-216. *
4. Science and
Health 2. Apostol,
Joy A., et al.
1997. pp. 211-
212. *
5. Science for
Everyone 2
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 142-
144. *
6. Growing with
Science and Health
Domanais, Lucia

schools.
C. 1997. pp. 171-
173. *
1.
3. Earth and Space natural objects in the sky list down activities 6. describe the natural S3ES-IVg-h-6 Pilot School
affect one’s daily activities which affect their daily objects that are found in MTBMLE. Science
3.1Natural Objects activities the sky during daytime TG.
in the Sky and nighttime Quarter 4. Week
7.
2. Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997., pp. 213-
217. *
3. Science and
Health 1. Bañez,
Resurreccion S., et
al. 1998. pp. 198-
207. *
1.
Santiago, Ma.
Lourdes B. 1997.
pp. 189-192. *
Today 1.
Apolinario, Nenita
A. 1997. pp. 196-
198. *

schools.
6. Our World of
Science and Health
1.
Santiago, Erlinda
M. 1997. pp.
182186. *
7. Science and
Manual. Bañez,
3. Earth and Space natural objects in the sky list down activities which 6. describe the natural S3ES-IVg-h-6 Resurreccion S.
affect one’s daily activities affect their daily objects that are found in 1998. pp. 131-
3.1Natural Objects in activities the sky during 134. *
the Sky daytime and nighttime 8. Moving Onward with
Science and Health
1 Teacher’s
Manual.
DunganRamirez,
pp.
94-96. *
9. Our World of
Science and
Manual. Santiago,
Erlinda M. 1997. pp.
96-98. *
Teacher’s Manual.
ReynaldoMangubat,
ma. Carmina. 1999.
pp. 133-135. *

schools.
7. communicate how the S3ES-IVg-h-7 1. Pilot School

natural objects in the MTBMLE. Sciene TG.
sky affect daily activities Quarter 4. Week 7.
2. Growing with
Science and Health
2. Domanais, Lucia
C., et al. 1997. pp.
198-200. *
et al. 1997. pp. 203-
204. *

schools.

schools.
GRADE 4
CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Grade 4 – Matter
The learners should be able
1. Properties The learners The learners should be to…
demonstrate 1. classify materials based on S4MT-
able to…
understanding of… the ability to absorb water, Ia-1
float, sink, undergo decay;

schools.
1.1. Properties used to grouping different Recognize and practice 1. Exploring
group and store materials based on proper handling of 2. identify the effects of S4MT- Science 3
materials their properties products decaying materials on Ib-2 Teacher’s
1.2. Importance of one’s health and safety; Manual.
interpreting product AlsimMadriaga,
labels Lucita. 2000.
1.3. Proper disposal of pp. 84-89. *
waste 2. Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp.
110-115. *
3. Science Around
Us 3 Techer’s
Manual.
Garcia, Ligaya
B., et al. 1997.
pp. 87-91. *


schools.
1. Properties The learners The learners should be 3. demonstrate proper S4MT-

demonstrate able to… disposal of waste Ic-d-3
1.1. Properties used to understanding of… according to the
group and store Recognize and practice properties of its materials;
materials grouping different proper handling of
1.2. Importance of materials based on products
interpreting product their properties
labels
Proper disposal of
waste
1. 1.
2. Changes that changes that evaluate whether changes 4. describe changes in solid S4MT- MISOSA 6. Long Nose Pliers,
Materials Undergo materials undergo in materials are useful or materials when they are Ie-f-5 2. Module 15. 2. 6"
2.1. Changes that are when exposed to harmful to one’s bent, pressed, EASE Science I. Mortar and Pestle,
useful certain conditions. environment hammered, 3. Module 5. 150ml capacity,
2.2. Changes that are or cut; BEAM 5. Unit 4. porcelain
harmful 8 Physical and
Chemical
Changes.
Distance
Learning
Modules.
DLP 26.

schools.
1.
5. describe changes in S4MT- OHSP Beakers, 250 mL
properties of materials Ig-h-6 Chemistry. 1. Beral Pipette, 5mL
when exposed to certain 2. Module 15. 2. Double pan
conditions such as MISOSA 4. 3. balance
3. Erlenmeyer flask,
temperature or when Module 21.
Science and 4. 2250 mL
mixed with other
materials; and Technology Graduated
5. cylinder, plastic,
I: Integrated
Science 250mL
Textbook for Stirring rod
6.

First Year. 7. Test tubes

Villamil, Aurora 8. Thermometer,
2. Changes that changes that evaluate whether changes M., Ed.D. alcohol
Materials Undergo 1998. pp. 48-
materials undergo in materials are useful or
2.1. Changes that are when exposed to harmful to one’s 50. *
useful certain conditions. environment
Changes that are
harmful
6. identify changes in S4MT- 1. Exploring
materials whether useful Ii-j-7 Science 3
or harmful to one’s Teacher’s
environment. Manual.
AlsimMadriaga,
Lucita.
2000. pp.
84-89. *
2. MISOSA 6.
Module 17.

schools.
Grade 4 – Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD
1. MISOSA 6.
Parts and Functions The learners The learners should be The learners should be able S4LT- Module 4. Human torso model
demonstrate able to… to… IIa-b-1 2. BEAM 3.
1. Humans understanding of… Unit 1.
1.1 Major organs of the construct a prototype 1. describe the main function Distance
body how the major model of organism that of the major organs; Learning
1.2 Caring for the internal organs such has body parts which can Modules.
major organs as the brain, heart, survive in a given DLP 1.
3.
1.3 Diseases that affect lungs, liver, stomach, environment BEAM 3.
the major organs of intestines, kidneys, Unit 1.
the human body bones, and muscles Distance
keep the body Learning
healthy Modules.

4. DLP 2.
Parts and Functions The learners The learners should be The learners should be able Science for
demonstrate able to… to… Daily Use 4.
1. Humans understanding of… pp. 13-15 and
1.1 Major organs of the construct a prototype 1. describe the main function 30-31.
of the major organs; 5. *
body how the major model of organism that
1.2 Caring for the internal organs such has body parts which can Science for
major organs as the brain, heart, survive in a given Daily Use 5.
lungs, liver, stomach, environment pp. 24-26 and
43-44. *

schools.
1.3 Diseases that affect intestines, kidneys, 1. MISOSA 5.
the major organs of bones, and muscles 2. communicate that the Module 1. Skeleton model
the human body keep the body major organs work S4LTIIa- 2. MISOSA 5.
healthy together to make the b-2 Module 2.
body function properly; 3. MISOSA 5.
Module 4.
4. MISOSA 5.
Module 6.
5. MISOSA 4.
Module 5.
6. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
24-26 and
43-44. *
7. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011.
pp. 13-15 and
30-31. *

3. identify the causes and

S4LT-
treatment of diseases of
IIa-b-3
the major organs;
Science for Daily Use
4. practice habits to maintain a S4LT- 4. Lozada, Buena A.,
healthy body; IIa-b-4 et al.
2011. p. 34. *

schools.
2. Animals animals have body construct a prototype model 5. infer that body structures S4LTIIc- 1. BEAM 3.
parts that make them of organism that has body help animals adapt and d-5 Unit 2.
2.1 Live on land or adapt to land or water parts which can survive in their particular Distance Learning
in water survive in a given habitat; Modules. DLP
environment 27.
Use 5.
Tan, Conchita T.
2012. pp.
68-69. *
6. compare body movements

S4LT-
of animals in their habitat; MISOSA 5. Module 7.
IIc-d-6
7. make a survey of animals S4LT- 1. BEAM 3.

found in the community IIc-d-7 Unit 2.
and their specific habitats; Distance
Learning
Modules. DLP
28.
2. BEAM 5.
Unit 2. 4
Animals and
their Food.

Distance
Learning
Modules. DL
13.

schools.
1.
8. choose which animals to S4LTIIc- BEAM 3.
raise in a particular d-8 Unit 2.
habitat; Distance
Learning
Modules.
DLP 28.
2. BEAM 5.
Unit 2. 4
Animals and
their Food.
Distance
Learning
Modules. DL
13.
9. identify the specialized S4LT- 1. Learning Hand magnifying lens
3. Plants structures of terrestrial IIe-f-9 Guide: How do
plants have body and aquatic plants; plants Protect
3.1 Live on land or in parts that make themselves
them adapt to land Learning
water 10. conduct investigation on 1. Hand Magnifying
or water 2. Guide in
the specialized structures Lens, 5X
of plants given varying Science and 2. Thermometer,
S4LT-
environmental conditions: Health: Alcohol, -20ᴼC to
IIe-f-
light, water, temperature, Plants, Here. 110ᴼC
10
and soil type; There and
Everywhere
11. make a survey of plants
found in the community S4LT-
and their specific IIe-f-
habitats; 11


schools.
12. choose which plants to S4LT-

grow in a particular IIe-f-
habitat; 12
1. BEAM 4.
4. Heredity: different organisms 13. compare the stages in the S4LT- Unit 3. Life
Inheritance and Variation go through life cycle life cycle of organisms; IIg-h- Cycle of
4.1 Life Cycles which can be 13 Animals.
4.2Humans, Animals, affected by their 2. MISOSA 4.
and Plants environment Module 7.
BEAM 4. Unit 3. Life
14. describe the effect of the S4LT- Cycle of Animals.
environment on the life IIg-h-
cycle of organisms; 14
1. EASE Fresh Water Aquarium

5. Ecosystems beneficial and 15. describe some types of S4LT- Science I. with Stand
harmful interactions beneficial interactions IIi-j-15 Module 10.
5.1 Beneficial and occur among living among living things; Lesson 1.
things and their 2.
Harmful interactions MISOSA 6.
environment as they Interrelation
obtain basic needs ship among
living
organisms.
1. EASE
16. describe certain types of S4LT- Science I.
harmful interactions IIi-j-16 Module 10.
among living things; and Lesson 1.

schools.
2. MISOSA 6.
Interrelatio
nship among

living
organisms.
5. Ecosystems beneficial and

S4LT- 1. EASE
harmful interactions
17. conduct investigations to IIi-j-17 Science I.
5.1 Beneficial and occur among living
determine Module 10.
Harmful interactions things and their
environmental Lesson 1.
environment as they 2.
conditions needed by MISOSA 6.
obtain basic needs
living things to survive. Interrelatio
nship among
living
organisms.
19. describe the effects of S4LT-
interactions among IIi-j-18
organism in their
environment


schools.
1.
1. Effects of Force on The learners The learners should be The learners should be able S4FEIIIa- EASE
Objects demonstrate able to… to… 1 Science I.
understanding of… 1. explain the effects of force Module 7.
applied to an object; 2.
1.1 Shape, size and demonstrate conceptual Lesson 1.
movement force that can understanding of Science
change the shape, properties/characteristics Around Us 3.
size or movement of of light, heat and sound Garicia, Ligaya
objects. B., et al. 1997.
p. 142. *

The learners should be able

to… S4FE-
IIIb-c- MISOSA 4.
2. practice safety measures in 2 Module 19.
physical activities and
proper handling of
materials;

schools.
3. describe the force exerted S4FE- 1. EASE 1. Magnetic

1. Effects of Force on The learners The learners should be able by magnets; Physics. Compass
IIId-e-
Objects demonstrate to… Module 8. 2. Pair of Bar
3
understanding of… 2. Into the Magnets
1.1 Shape, size and demonstrate conceptual Future:Scien ce
movement force that can change understanding of and Health 2.
the shape, size or properties/characteristics Estrella, Sonia
movement of objects. of light, heat and sound V., et al. 1997.
pp.
128-131. *
3. Science and
Health Today 2.
Apolinario,
Nenita A.
1997. pp.
161-163. *
4. Science and
Health 2.
Coronel,
Carmelita C.
1997. pp.
160-162. *


schools.
2. Light, Heat and Sound The learners The learners should be The learners should be able S4FE- 1. BEAM 4.
demonstrate able to… to… IIIf-g-4 Unit 6.
understanding of… Distane Learning
demonstrate conceptual 4. describe how light, sound Modules. DLP
how light, heat and understanding of and heat travel; 45.
sound travel using properties/characteristics 2. Science Around
various objects of light, heat and sound Us
2. Garcia, Ligaya
B., et al. 1997.
pp. 125-
126. *
3. Science for
Everyone 2.
De Lara.
Ruth G.
1997. pp.
120-121. *
4. Into the Future:
Science and
Health 2.
Estrella, Sonia
V., et al. 1997.
pp. 110-
111. *
Use 2.
Menguito, Perla
B., et al. 1997.
pp. 130131. *

schools.
2.
SiringanRasalan,
Elizabeth. 1999.
pp.
106-107. *
5. investigate properties and S4FEIIIh- 1. EASE

characteristics of light and 5 Physics.
sound; and Module 3.
2. EASE
Physics.
Module 16.
6. describe ways to protect S4FE-

oneself from exposure to IIIi-j-6
excessive light, heat and
sound.


schools.
4. Soil The learners The learners should be The learners should be able S4ESIVa- Science Around Hand Magnifying
1.1 Types of soil demonstrate able to… to… 1 Us 3. Garcia, Ligaya Lens, 5X
understanding of… 1. compare and contrast the B., et al.
practice precautionary characteristics of different 1997. pp. 151153. *
the different types of measures in planning types of soil;
soil activities

S4ES- 1. BEAM I. Unit 7.

2. Water in the The learners The learners should be 2. explain the use of water IVb-2 Powers of Water.
Environment demonstrate able to… from different sources in Module 2.
understanding of… the context of daily August 2009.
2.1 Sources and practice precautionary activities; 2. EASE Science I.
importance of the different sources measures in planning Module 13.
water of water suitable for activities 3. Science Around
human consumption Us 3. Garcia,
Ligaya B., et al.
1997. pp.
163-165. *

schools.
S4ES- 1. BEAM I. Unit 7.
IVc-3 Powers of Water.
Module 2.
August 2009.
3. infer the importance of
water in daily activities; 2. Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp.
166-168. *
S4ES- BEAM 5. Unit 6. 16

IVd-4 Blowing in the Wind.
Distance
Learning Modules.
4. describe the importance of DLP 45.
the water cycle.

Science and 1. Simple Anemometer

3. Weather The learners The learners should be 5. use weather instruments to S4ESIVe- Technology I: 2. Aneroid Barometer,
3.1 Components of demonstrate able to… measure the different 5 Integrated wall-type
weather understanding of… weather components Science Textbook 3. Hydrometer/
3.2 Weather practice precautionary for First Year. psychometer
instruments components of measures in planning Villamil, Aurora M., 4. Magnetic compass
3.3 Weather chart weather using simple activities Ed.D. 1998. pp. 5. Rain gauge
instruments 203-204. * 6. Thermometers
7. Wind vane

schools.
1. Into the Future: Classroom
6. record in a chart the S4ESIVf- Science and Thermometer
3. Weather weather conditions; 6 Health 2. Estrella,
3.1 Components of Sonia V., et al.
weather 1997.p. 163.
3.2 Weather *
instruments 2. Science and
3.3 Weather chart Health for Life 2.
Carale, Dr.
Lourdes R.
1997. p. 208. *
7. make simple interpretations S4ES- 1. Science and

about the weather as IVf-7 Health 2.
recorded in the weather Coronel,
chart; Carmelita C.,
1997. p. 206.
*
2. Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.


schools.
7. 1997. pp.
The learners The learners should be make simple S4ESIVf- 164-165. *
demonstrate able to… interpretations about the 7
understanding of… weather as recorded in the
practice precautionary weather chart;
components of measures in planning
weather using simple activities 1. BEAM 4. Unit
instruments 8. identify safety precautions S4ES- 8. Distance
during different weather IVg-8 Learning
conditions; Modules. DLP
The learners 58.
3. Weather The learners should be
demonstrate 8. identify safety precautions S4ES- 2. Science for
3.1 Components of able to…
understanding of… during different weather IVg-8 Everyone 2. De
weather
conditions; Lara, Ruth G.
3.2 Weather practice precautionary 1997. p.
instruments components of measures in planning 179. *
3.3 Weather chart weather using simple activities
3. Science and
instruments
Health 2.
Coronel,
Carmelita C.
1997. p. 208.
*
4. Into the Future:
Science and
Health 2.
Estrella, Sonia
V., et al.
1997. pp.
168-169. *
5. Science Around
Us 2. Garcia,
Ligaya B. 1997.
pp.
180-181. *

schools.


schools.
6. Science
Around Us 2
Teacher’s Manual.
Garcia, Ligaya B.
1997. pp.
143-145. *
1. BEAM 4. Unit 7.
4. The Sun The learners The learners should be 9. describe the changes in the S4ESIVh- 11 Solar and
demonstrate able to… position and length of 9 Lunar Eclipse.
4.1 Importance of the Sun
shadows in the Distance
4.2 Effects of Sun on living understanding of…
practice precautionary surroundings as the Learning Modules.
things
the Sun as the main position of the Sun DLP 68.
measures in planning
4.3 Safety precautions changes; 2. BEAM I. 9 The
source of heat and activities
light on Earth Earth and its
Neighbors.
Shadow Cast.
September 2009.
3. Science and
Health 2.
Apostol, Joy A.
1997. pp.
227-228. *
10. describes the role of the S4ESIVi- 1. BEAM 5. Unit 6.

Sun in the water cycle; and 10 16 Blowing in the
Wind.
Distane
Learnig

schools.

Modules. DLP 46.

2. BEAM 5. Unit 6.
16 Blowing in the
Wind.
Distane
Learnig Modules.
DLP 45.

schools.
1. BEAM 3. Unit
11. describe the effects of the S4ES- 5. Distance
The learners should be Sun IVj-11 Learning Modules.
able to… DLP 52.
4. The Sun The learners
2. BEAM 5. Unit 6.
4.1 Importance of the Sun demonstrate 16 Blowing in the
practice precautionary
4.2 Effects of Sun on living understanding of… Wind.
measures in planning
things Distane
activities
the Sun as the main Learnig Modules.
4.3 Safety precautions
source of heat and DLP 46.
light on Earth 3. Exploring Science
3 Teacher’s
Manual.
AlsimMadriaga,
Lucita. 2000. pp.
163-165.
*
4. Science Around
Us 3. Garcia,
Ligaya b. 1997.
pp.
203-204. *
5. Science for


schools.
Daily Use 2.
Menguito,
Perla B., et al.
1997. pp.
199-200. *
2. Garcia, Ligaya
B., et al.
1997. pp.
192-193. *
The learners should be
7. Science and
4. The Sun able to… 11. describe the effects of the S4ESIVj-
Health 3. Emilio,
4.1 Importance of the Sun The learners Sun 11
Jacinto Jr. D., et
demonstrate practice precautionary
4.2 Effects of Sun on living al. 1997. pp.
understanding of… measures in planning
things 195-197. *
activities
4.3 Safety precautions
the Sun as the main
source of heat and
light on Earth

schools.
GRADE 5
CONTENT STANDARDS PERFORMANCE LEARNING SCIENCE

Grade 5 – Matter
1. Properties The learners demonstrate The learner… The learner…

understanding of… NFE. Matter 1B:
1.1 Useful and harmful materials uses local, recyclable 1. use the properties of Forms,
S5MT-
properties of materials to solid and/or liquid materials whether they Properties and
Ia-b-1
determine whether they materials in making are useful or harmful; Changes. 2001. p.
are useful or useful products 18.
harmful

schools.
1. EASE II. 1. Alcohol Lamp,
2. Changes that Materials The learners demonstrate Chemistry glass, 150 ml.
Undergo understanding of… 2. investigate changes Module 15. Capacity
that happen in Lesson 4. 2. Stirring rod
materials undergo materials under the 2. NFE. Matter
changes due to oxygen following conditions: 1B: Forms,
and heat 2.1 presence or lack of Properties and
oxygen; and Changes. 2001.
S5MT- pp. 3336.
2.2 application of heat;
Ic-d-2 3. Chemistry III
Textbook.


schools.
Mapa, Amelia
P., Ph.D., et al.
2001. pp.
36-37. *
4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
The learners demonstrate S5MT- M., Ed.D. 1998.
2. Changes that Materials understanding of… The learner… 2. investigate changes that Ic-d-2 47-50. *
Undergo happen in materials under
5. Sciene for Daily
uses local, recyclable the following conditions:
Use 5. Tan,
materials undergo solid and/or liquid 2.1 presence or lack of
Conchita T.
changes due to oxygen materials in making oxygen; and 2012. pp.
and heat useful products 2.2 application of heat; 134-143. *
6. Science and
Technology III.
NISMED.
1997. pp.
8696.
7. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 6976.
8. Science and
Technology III:
Chemistry
Textbook.
NISMED.
schools.

schools.
2012. pp.
7182.
3. recognize the importance of
NFE.
recycle, reduce, reuse, S5MT-
Pagrerecycle.
recover and repair in waste Ie-g-3
2001. pp. 29-30.
management; and
4. design a product out of local,
MISOSA 6.
recyclable solid and/ or S5MT-
Module 17. pp.
liquid materials in making Ih-i-4
7-8.
useful products.

schools.
1. Parts and Functions The learners The learners should be The Learners should be able S5LT- 1. BEAM 5. Unit Human torso
demonstrate able to… to… IIa-1 1. 1 The model
1.1Humans understanding of… Human
Practice proper hygiene Reproductive
1. describe the parts of the
1.2 The reproductive how the parts of the to care of the System.
reproductive system and
system human reproductive reproductive organs their functions; Distance
system work Learning
Modules. DLP
1.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
2-5. *
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 157-
159.
4. Science and
Technology
II: Biology


schools.
Textbook.
NISMED.
2012. pp. 157-
159.
5. NFE. Ang
Reproductive
System. 2001.
pp. 7-10.
1. BEAM 5. Unit
1. Parts and Functions
The learners The learners should be 2. describe the changes that S5LTIIb-2 1. 1 The
1.1Humans demonstrate able to… occur during puberty; Human
understanding of… Reproductive
practice proper hygiene System.
1.2 The reproductive system
how the parts of the to care of the Distance
human reproductive reproductive organs Learning
system work Modules. DLP 3.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
12-13. *
3. NFE. Ang
Reproductive
System. 2001.
pp. 27-29.

schools.
1. BEAM 5. Unit
3. explain the menstrual cycle; S5LT- 1. 1 The
IIc-3 Human
Reproductive
System.
Distance
Learning
Modules. DLP
4.
2. Science for
Daily Use 5.

Tan, Conchita
T. 2012. pp.
15-17. *
3. NFE. Ang
Reproductive
System. 2001.
pp. 1114.

schools.
1. BEAM 5. Unit
4. give ways of taking care of S5LTIId-4 1. 1 The
The learners The learners should be the reproductive organs; Human
1. Parts and Functions demonstrate able to… Reproductive
understanding of… System.
1.1Humans practice proper hygiene Distance
how the parts of the to care of the Learning
1.2 The reproductive system human reproductive reproductive organs Module. DLP
system work 5.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
19-22. *
1. MISOSA 4.
1.2. Animals how animals reproduce 5. describe the different modes S5LT- Science Life
of reproduction in animals IIe-5 Cycle of
such as butterflies, Animals.
1.2.1 reproductive system of mosquitoes, 2. Science for
animals frogs, cats and dogs; Daily Use 4.
1.2.2 modes of Lozada, Buena
reproduction in A., et al. 2011.
pp.
animals
48-50. *
3. Science and
Technoogy II:
Biology
Textbook.
NISMED.

schools.
2012. pp. 153-
157.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
153-157.
1. EASE Biology.
1.3. Plants how plants reproduce 6. describe the reproductive Module 7.
parts in plants and their S5LT- Lesson 2. pp.
1.3.1 reproductive parts in
functions; IIf-6 11-14.
plants
2. Science for
1.3.2 modes of reproduction in Daily Use 4.
plants Lozada, Buena
A., et al. 2011.
pp.
48-50. *
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 147-
152.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
147-152.

schools.
1. MISOSA 4.
7. describe the different modes S5LT- Module 14.
of reproduction in flowering IIg-7 2. Science for
and nonflowering plants Daily Use 4.
such as moss, fern, mongo Lozada, Buena
and A., et al. 2011.
others; pp.
77-78 and 97-
98. *
3. Science and
Technology
II: Biology
Textbook.
how plants reproduce NISMED.
S5LTIIg-7
1.3. Plants 7. describe the different modes 2004. pp. 139-
1.3.1 reproductive parts in of reproduction in flowering and 151.
plants non-flowering plants such as 4. Science and
moss, fern, mongo and others; Technology
1.3.2 modes of reproduction in
II: Biology
plants Textbook.
NISMED.
2012. pp.
139-151.
2. Ecosystems the interactions for create a hypothetical 8. discuss the interactions S5LTIIh-
survival among living community to show how among living things and non- 8
2.1 Interactions Among and non-living things organisms interact and living things in estuaries and
Living Things that take place in reproduce intertidal zones; and
estuaries and intertidal to survive
9. explain the need to protect
2.1.1 Estuaries zones S5LT-Iij-
and conserve estuaries and
2.1.2 Intertidal Zones 10
intertidal zones.

schools.
1. NSTIC Science 1. Meter stick
1. Motion The learners The learners should be The learners should be able S5FEIIIa- Manual. 2. Plastic Ruler,
demonstrate able … 1 Integrated 12 inches or 30
1.1 Measuring time and understanding of… to… Science cm
distance using Mnaual. 3. Stopwatch
standard units motion in terms of 1. describe the motion of an 012013.
distance and time object by tracing and 2. Science and
measuring its change in Technology
position (distance travelled) IV: Physics
over a period of time; Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
48-61. *
1. Motion Measuring time and 3. Science and
The learners
Technology I:
1.1 distance using demonstrate
standard units The learners should be able to… Integrated
understanding of…
Science
1. describe the motion of an Textbook for
motion in terms of
object by tracing and First Year.
distance and time Vilamil, Aurora
measuring its change in
M., Ed.D.
position (distance travelled)
1998.
over a period of time;
pp. 73-74. *
4. Science and
Technology I:
Integrated
Science
Textbook.

schools.
NISMED.
2012. pp.
107-108.
1. Science and Double-pan

2. use appropriate measuring S5FEIIIb- Technology balance, 500g
tools and correct 2 IV: Physics
standard units; Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
schools.
al. 2001. pp.
48-61. *
2. Science and
Technology IV:
Physics
Textbook.
NISMED.
2012. pp.
279-280.

schools.
2. Light and Sound, Heat and The learners 3. discuss why some materials S5FEIIIc- 1. NSTIC Science 1. Aluminum
Electricity demonstrate are good conductors of heat 3 Manual. rod
understanding of… and electricity; Chemistry 2. Beaker
2.1 Conductors of heat and Science Manual. 3. Copper rod
1. how different objects 075077. 4. Heat
electricity;
interact with light and 2. BEAM 5. Unit 5. Conduction
sound, heat and Electric Cicuits. Apparatus (with
2.2 Effects of light and sound,
electricity DLP 32. 5 different
heat and electricity
3. Science and metals)
2. the effects of heat and Technology 5. Plastic rod
electricity, light and IV: Physics 6. Steel rod
sound on people Textbook for 7. Stirring rod
and objects Fourth Year. 8. Test Tube
Rabago, Lilia Holder
M., Ph.D., et al. 9. Test Tube Rack
2001. p. 10. Tripod
350. * 11. Wire Gauze
4. Science and 12. Wood rod
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 2224.

4. infer how black and colored
S5FE-
objects affect the ability to
IIId-4
absorb heat;

schools.
1. Science and
S5FE- Technology
IIIe-5 I: Integrated
Science
Textbook for
5. relate the ability of the First Year.
material to block, absorb or Villamil,
transmit light to its use; Aurora M.,
Ed.D. 1998. p.
101. *
2. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
2224.
3. Electricity and Magnetism The learners The learners should be 6. infer the conditions necessary S5FE- 1. BEAM 5. 1. Bulb and bulb
3.1 Circuits demonstrate able … to make a bulb light up; IIIf-6 Unit 5. 12 socket
3.2 Electromagnets understanding of… Electromagnet 2. Connecting
propose an unusual tool s. Learning wires
a simple DC circuit and or device using Guides. 3. Dry cell holders
the relationship between electromagnet that is Powered
electricity and useful for home school Attraction.
magnetism in or community January 2009.
electromagnets 2. Science
and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et

schools.
al. 2001. pp.
300-301. *
7. determine the effects of S5FE- 1. BEAM 5. Unit Electricity and

changing the number or type of IIIg-7 5. 12 Magnetism Kit:
components in a circuit; Electromagne a. 2 pcs – size D
ts. Learning dry cell holder
Guides. b. 2 pcs – dry
Powered cell, size D
Attraction. c. 6 pcs blue
January 2009. connecting
3. Electricity and Magnetism The learners should be 2. Science and wires with
3.1 Circuits The learners demonstrate able … Technology alligator clip
3.2 Electromagnets understanding of… IV: Physics and banana
Textbook for plug
propose an unusual tool
or device using Fourth Year. d. 1 pc – knife
a simple DC circuit and
Rabago, Lilia switch
the relationship between electromagnet that is
M., Ph.D., et e. 3 assembles –
electricity and magnetism useful for home school or
community al. 2001. pp. socket with
in
308-310. * bulb, terminal
electromagnets
binding
f. 100 g – magnet
wire
#20
g. 1 pc – iron core
rod (1012 mm
Øx
100mm)

schools.
8. infer that electricity can be S5FE- 1. BEAM 5. Unit 5. 1. #22 single wire
used to produce magnets; IIIh-8 12 (solid)/ magnet
and Electromagnet wire
s. Learning 2. Connecting
Guides. wires
Powered 3. Dry cell holder
Attraction. 4. Iron rod/nail
January 2009. core

2. Science and 5. Knife switch
8. infer that electricity can be S5FEIIIh- Technology
used to produce magnets; 8 IV: Physics
and Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
320-326. *
3. Science and
Technology IV:
Physics
3. Electricity and Magnetism The learners should be
Textbook.
3.1 Circuits able …
NISMED.
3.2 Electromagnets The learners
2012. pp. 190-
demonstrate propose an unusual tool 200.
understanding of… or device using 4. NFE.
electromagnet that is Magnetism in
Everyday Life.

schools.
a simple DC circuit and useful for home school 2001. pp. 16
the relationship between or community and 21-22.
electricity and
magnetism in
electromagnets
S5FE- BEAM 5. Unit 5. 12

9. design an experiment to IIIi-j-9 Electromagnets.
determine the factors that Learning Guides.
affect the strength of the Powered
electromagnet. Attraction.
January 2009.
1. Processes that Shape The learners The learners should be The learners should be able to… S5FE- 1. BEAM 4. 7
Earth’s Surface demonstrate able to… 1. describe how rocks turn into IVa-1 EARTH.
1.1 Weathering and Soil understanding of… participate in projects soil; Distance
Erosion that reduce soil erosion Learning
in the community Modules. DLP
weathering and soil 51.
erosion shape the Earth’s 2. Science and
schools.
surface and affect living Technology I:
things and

the environment Integrated
Science
1. Processes that Shape The learners The learners should be S5FE- Textbook for
Earth’s Surface demonstrate able to… The learners should be able to… IVa-1 First Year.
1.1 Weathering and Soil understanding of… Villamil, Aurora
Erosion M., Ed.D.
participate in projects 1. describe how rocks turn into
1998. p. 164. *
weathering and soil that reduce soil erosion soil;
erosion shape the Earth’s in the community 3. Science and
surface and affect living Technology I:
things and General
2. investigate extent of soil S5FEIVb- Science
the environment 2
erosion in the community Textbook for
and its effects on living First Year.
things and the environment

schools.
Rabago, Lilia
3. communicate the data S5FEIVc- M., Ph.D., et
collected from the 3 al. 1997. pp.
investigation on soil erosion; 174-176. *
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 223-
224.
5. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
220-221. *
1. BEAM 5. Unit 6. Simple
2. Weather Disturbances weather disturbances prepares individual 4. observe the changes in the S5FEIVd- 16 Blowing in Anemometer
2.1 Types of weather and their effects on the emergency kit. weather before, during and 4 the Wind.
disturbances: environment. after a typhoon; Distance Aneroid
2.2 Effects of weather Learning Barometer,
disturbances on living Modules. DLP walltype
things and the environment. 50.
The learners should be

schools.
2. Weather Disturbances The learners able to… 2. MISOSA 5.
2.1 Types of weather demonstrate 5. describe the effects of a S5FEIVe- Module 24.
disturbances: understanding of… prepares individual typhoon on the 5 3. Science for
2.2 Effects of weather emergency kit. community; Daily Use 5.
disturbances on living things weather disturbances Tan, Conchita
and the environment. and their effects on the T. 2012. p.
environment. 234. *
4. NFE.
Paghahanda sa
Bagyo. 2011.
pp. 511.
6. describe the effects of the S5FE- 1. BEAM 5. Unit

winds, given a certain storm IVf-6 6. 16 Blowing
warning signal; in the Wind.
Distance
Learning
Modules. DLP
51.
2. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D.
1998. pp. 207-
210.
*
3. Science 8
Learner’s
Module.

schools.
Campo, Pia
C., et al.
2013. pp. 149-
151.
4. NFE.
Typhoons in
the
Philippines.
2001. pp.
1013.
1. MISOSA 4. 1. Sun-earth-moon
3. The Moon The learners The learners should be Module 33. model
7. infer the pattern in the
3.1 Phases of the Moon demonstrate able to… S5FE- 2. BEAM 4. 10 2. Flashlight
changes in the appearance Understanding
IVg-h-7 3. Ordinary globe
3.2 Beliefs and practices understanding of… of the Moon; how the Moon’s 4. Small ball (e.g.
styorfoam)

schools.
the phases of the Moon debug local myths and motion affects
and the beliefs and folklore about the Moon 8. relate the cyclical pattern to S5FE- Earth.
practices associated and the Stars by the length of a month; and IVg-h-8 Distance
with it presenting pieces of Learning
evidence to convince the Modules. DLP
63.
community folks
3. BEAM 4. 10
Understanding
how the Moon’s
motion affects
Earth.
Distance
Learning
Modules. DLP
64.
4. Science and
Health 1.
Santiago, Ma.
Lourdes B.
1997. pp. 195-
196. *
Use 4.
Lozada, Buena
A., et al. 2011.

schools.

schools.
GRADE 6
PERFORMANCE LEARNING SCIENCE

CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
Grade 6 – Matter

schools.
Properties The learners demonstrate The learners should be The learners should be able to… S6MT-Iac- 1. OHSP
understanding of… able to… 1 Integrated
1. Mixture and their 1. describe the appearance and Science.
Characteristics different types of mixtures prepare beneficial and uses uniform and non-uniform Science 1.
and their characteristics useful mixtures such as mixtures; Quarter 1.
1.1 Homogenous and drinks, food, and herbal Module 2. pp. 8-
Heterogeneous medicines. 10.
mixtures 2. EASE Science II.
Chemistry
Module 4.
Lesson 2.
3. BEAM 4. 5
Explain what
happens after
Mixing
Materials.
Learning
Guides. Mix it
Up. July 2009.
pp. 5-7.
4. BEAM 4. 5
Explain what
happens after
mixing it Up.
Distance
Learning
Module. DLP 36.
5. APEX. Phases of
Matter. Unit

schools.

schools.
1. Chapter 2.
Properties The learners demonstrate The learners should be The learners should be able to… S6MT-Iac- 6. Science and
understanding of… able to… 1 Technology
1. Mixture and their 1. describe the appearance and III. NISMED.
Characteristics 1997. pp. 2934.
different types of mixtures prepare beneficial and uses uniform and non-uniform
useful mixtures such as 7. Chemistry III
and their characteristics mixtures;
drinks, food, and herbal Textbook.
1.1 Homogenous and
Heterogeneous medicines. Mapa, Amelia
P., Ph.D., et al.
mixtures
2001. pp.
38-42. *
8. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 57-58. *
9. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 5355.
10. NFE.
Preparation
and
Separation of
Mixtures. 2001.
pp. 1024.

schools.

schools.
2. Separating Mixtures The learners demonstrate The learners should be 2. enumerate techniques in S6MT- 1. MISOSA 5. 1. Beaker, 250 ml,
understanding of… able to… separating mixtures such as Id-f-2 Module 17. borosilicate
decantation, evaporation, 2. BEAM III. Unit 2. Evaporation
different techniques to separate desired materials filtering, sieving and using 2. 7 setup (stand
separate mixtures from common and local magnet; and Demonstrate setup,
products. knowledge of evaporating
simple dish, ring with
techniques. stem, wire
gauze,
Sparating and
Preparing alcohol
Mixtures. lamp/Bunsen
burner, 2
August 2009.
universal clamp,
3. APEX. Phases of
stirring rod)
Matter. Unit 1.
6. Funnel, plastic
Chapter 2.
7. Test Tube, Ø
pp. 50-53. 4.
16mm x
BEAM 4. 5
150mm long,
Explain what
borosilicate
happens after
mixing in 8. Watch glass
materials.
Distance
Learning
Materials. DLP
40.
5. BEAM 4. 5
Explain what
happens after
mixing in
materials.
Learning
Guides. Mix it
Up. Activity
3.3. July 2009.
schools.

schools.
6. Chemistry III
2. Separating Mixtures The learners demonstrate The learners should be 2. enumerate techniques in S6MT- Textbook.
understanding of… able to… separating mixtures such as Id-f-2 Mapa, Amelia
decantation, evaporation, P., Ph.D., et al.
different techniques to separate desired materials filtering, sieving and using 2001. pp.
separate mixtures from common and local magnet; and 42-45. *
products. 7. Science and
Technology III.
NISMED. 1997.
pp. 3640.
8. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 5758.
9. NFE.
Preparation and
Separation of
Mixtures. 2001.
pp. 2535.

schools.
3. tell the benefits of separating S6MT- Science and

mixtures from products in Ig-j-3 Technology III.
community. NISMED. 1997.
pp. 38-40.



schools.
I. Parts and Functions The learners demonstrate The learners should be The learners should be able to… S6LT- 1. APEX. Biology Human torso
understanding of… able to… IIa-b-1 Unit 4. pp. 88- model
1. explain how the organs of each 157.
1.Human Body
how the major organs of the make a chart showing organ system work 2. EASE Biology.
Systems Module 13.
human body work together healthful habits that together;
1.1 Musculo-skeletal to form organ systems promote proper functioning 3. BEAM 6. Unit
1.2 Integumentary of the musculo-skeletal, 1. 2 The
System integumentary, digestive, Nervous
circulatory, excretory, System. 1
1.3 Digestive System respiratory, and nervous Message
1.4 Respiratory System systems
Sent. Module 1.
1.5 Circulatory System
February 2008.
1.6 Nervous System 4. BEAM II. 4
Organ
System. The
Digestive
System. April
2009. pp. 2227.
5. BEAM II. 4
Organ System.
Circulatory
System. June
2009.
6. BEAM 6. Unit
1. 2 The
Nervous
System.
Module 1.
September
2008.

schools.


schools.
7. BEAM 5. Unit
I. Parts and Functions The learners demonstrate The learners should be The learners should be able to… S6LT- 1. 3 The
understanding of… able to… IIa-b-1 Urinary System.
1. explain how the organs of each Learning
1.Human Body Systems Guides. Urinary
how the major organs of the make a chart showing organ system work
1.1 Musculo-skeletal System.
1.2 Integumentary to form organ systems promote proper functioning January 2008.
System of the musculo-skeletal, 8. BEAM 4. 2
integumentary, digestive, People_Huma n
1.3 Digestive System
circulatory, excretory, Digestive.
1.4 Respiratory System respiratory, and nervous Learning
1.5 Circulatory System systems Guides. Break it
1.6 Nervous System down. May
2009.
9. BEAM 5. Unit
1. 2 The Human
Respiratory
System.
Learning
Guides.
Respiratory
System. April
2008.
10. BEAM 5. Unit
1. 1
The Human
Reproductiv e
System.
Learning
Guides.
Human
Reproductiv e
System.

schools.

schools.

schools.
March 2008.
The learners demonstrate The learners should be The learners should be able to… 11. MISOSA 5.
I. Parts and Functions understanding of… able to… S6LT- Module 6. The
1. explain how the organs of each IIa-b-1 Urinary
how the major organs of the make a chart showing organ system work System.
1.Human Body 12. MISOSA 5.
Systems to form organ systems promote proper functioning Module 4.
1.1 Musculo-skeletal of the musculo-skeletal, The
1.2 Integumentary integumentary, digestive, Respiratory
circulatory, excretory, System.
System
respiratory, and nervous 13. Science for
1.3 Digestive System systems Daily Use 5.
1.4 Respiratory System Tan, Conchita
1.5 Circulatory System T. 2012. pp.
1.6 Nervous System 25-26 and
49-51. *
14. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 103-
119.
15. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp. 103-
119.
16. Science for
Daily Use 4.
Lozada, Buena

schools.
A., et al. 2011.
pp.

schools.

schools.
3-8, 13-15 and
The learners demonstrate The learners should be The learners should be able to… 30-32. *
I. Parts and Functions understanding of… able to… 17. NFE. Ang
1. explain how the organs of each S6LTIIa-b- Organ
how the major organs of the make a chart showing organ system work System ng
1.Human Body 1
human body work together healthful habits that together; Katawan ng
Systems to form organ systems promote proper functioning Tao. 2001.
1.1 Musculo-skeletal of the musculo-skeletal, pp. 10-40.
1.2 Integumentary integumentary, digestive, 18. NFE. Ang
circulatory, excretory, Muscular
System
respiratory, and nervous System
1.3 Digestive System systems (Unang
1.4 Respiratory System Bahagi).
1.5 Circulatory System 2001. pp. 15-
1.6 Nervous System 25.
19. NFE. The
Skeletal
System.
2001. pp. 10-
17.
20. NFE. Ang
Respiratory
System. 2001.
pp. 315.
21. NFE. The
Nervous
System. 2001.
pp. 326.
22. NFE. Ang
Reproductiv e
System. 2001.
pp. 510.
23. NFE. The

schools.

schools.
Urinary
The learners demonstrate The learners should be System.
I. Parts and Functions understanding of… able to… 2001. pp.
412.

schools.
1. BEAM 6. Unit
1.Human Body how the major organs of make a chart showing 2. explain how the different S6LT- 1. 2 The
the human body work healthful habits that organ systems work IIc-d-2 Nervous
Systems
together to form organ promote proper together; System. 1
1.1 Musculo-skeletal systems functioning of the Message Sent.
1.2 Integumentary musculo-skeletal, Module 1.
System integumentary, digestive, February 2008.
circulatory, excretory,
1.3 Digestive System 2. BEAM II. 4
respiratory, and nervous
1.4 Respiratory System Organ System.
systems
The Digestive
1.5 Circulatory System
System. April
1.6 Nervous System
2009. pp. 2227.
3. BEAM II. 4
Organ System.
Circulatory
System. June
2009.
4. APEX. Biology
Unit 4. pp.
77137.
5. BEAM 4. 2
People.
Human
Digestive
System.
Learning
Guides. Break it
Down. May
2009.
6. BEAM 5. Unit

schools.

schools.
1. 2 The
The learners demonstrate The learners should be 2. explain how the different S6LTIIc-d- Human
I. Parts and Functions understanding of… able to… organ systems work together; 2 Respiratory
System.
how the major organs of make a chart showing Learning
1.Human Body Systems Guides.
the human body work healthful habits that
1.1 Musculo-skeletal together to form organ 7. NFE.
promote proper
1.2 Integumentary systems Respiratory
functioning of the
System. April
System musculo-skeletal, 2008.
1.3 Digestive System integumentary, digestive, 8. BEAM 5. Unit
1.4 Respiratory System circulatory, excretory, 1. 1 The
1.5 Circulatory System respiratory, and nervous Human
systems Reproductive
1.6 Nervous System
System.
Learning
Guides.
Human
Reproductive
System. March
2008.
9. MISOSA 5.
Module 6. The
Urinary
System.
10. MISOSA 5.
Module 4. The
Respiratory
System.
11. NFE. Ang
Organ
System ng

schools.
Katawan ng
Tao. 2001. pp.
35-39.

schools.

schools.
2.Animal The learners demonstrate The learners should be 3. determine the distinguishing S6MT- 1. MISOSA 4.
understanding of… able to… characteristics of vertebrates IIe-f-3 Module 8.
2.1 Vertebrates and and invertebrates; Animals with
Invertebrates the different characteristics 1. make an inventory of Backbones_
of vertebrates and vertebrates and The
invertebrates invertebrates that are Vertebrates.
commonly seen in the 2. BEAM 5. Unit 2.
community Vertebrates and
2. practice ways of caring Invertebrates.
and protecting animals Distance
Learning
Modules. DLP
16.
3. EASE Biology.
Module 17.
Lesson 1.
4. EASE Biology.
Module 18.
5. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
73-82. *
6. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
258-259.

schools.

schools.
1. BEAM 5. Unit 3.
3.Plants The learners demonstrate The learners should be able 4. distinguish how sporebearing S6MT- 7 Diffrences in
3.1Reproduction of understanding of… to… and cone-bearing plants IIg-h-4 the Plant
Non-flowering plants reproduce; Groups.
how non-flowering plants 1. make a multimedia Learning
reproduce presentation on how Guides. Plant
parts of the reproductive Kingdom.
system of spore-bearing January 2009.
and cone-bearing plants 2. Science and
ensure their survival Technology
2. make a flyer on how II: Biology
plants can be Textbook.
propagated vegetatively NISMED.
2012. pp. 140-
151.
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
140-151.

schools.
1. BEAM 5. Unit 2. Fresh Water
II. Ecosystems The learners demonstrate
The learners should be able 5. discuss the interactions among S6MT- 5 Aquarium with
understanding of… to… living things and nonliving IIi-j-5 Vertebrates and Stand
1.Interactions Among things in tropical Invertebrates.
Living Things the interactions for survival form discussion groups to rainforests, coral reefs and Distance
among living and non-living tackle issues involving mangrove swamps; and Learning
2.Tropical rainforests things that take place in protection and Modules. DLP
2.1Coral reefs tropical rainforests, coral conservation of ecosystems 18.
2.2 Mangrove swamps reefs, that serve as nurseries, 2. BEAM 5. Unit
and mangrove swamps breeding places, and 2. 5
habitats for economically Vertebrates and
important
Invertebrates.
plants and animals

Distance
The learners demonstrate The learners should be 5. discuss the interactions among S6MT- Learning
II. Ecosystems understanding of… able to… living things and nonliving IIi-j-5 Modules. DLP
things in tropical 19.
1.Interactions Among the interactions for survival form discussion groups to rainforests, coral reefs and 3. Science and
Living Things among living and non-living tackle issues involving mangrove swamps; and Technoogy I:
things that take place in protection and conservation Integrated
2.Tropical rainforests tropical rainforests, coral of ecosystems that serve as Science
2.1Coral reefs reefs, nurseries, breeding places, Textbook for
First Year.
2.2 Mangrove swamps and mangrove swamps and habitats for
economically important Villamil, Aurora
plants and animals M., Ed.D. 1998.
pp. 149-150. *

schools.
6. explain the need to protect S6MT- 1. MISOSA 5.

and conserve tropical IIi-j-6 Module 11.
rainforests, coral reefs and Saving the
mangrove swamps. Coral Reefs.
2. BEAM 5. Unit
2. 5
Vertebrates and
Invertebrates.
Distance
Learning
Modules. DLP
18.
3. BEAM 5. Unit
2. 5
Vertebrates and
Invertebrates.
Distance
Learning


schools.
6. explain the need to protect Modules. DLP
II. Ecosystems The learners demonstrate The learners should be and conserve tropical S6MT- 19.
understanding of… able to… rainforests, coral reefs and IIi-j-6 4. Science 8
1.Interactions Among mangrove swamps. Learner’s
Living Things the interactions for survival form discussion groups to Module. Campo,
among living and non-living tackle issues involving Pia
2.Tropical rainforests things that take place in protection and C., et al.
2.1Coral reefs tropical rainforests, coral conservation of ecosystems 2013. pp.
2.2 Mangrove swamps reefs, that serve as nurseries, 269-272.
and mangrove swamps breeding places, and
habitats for economically
important plants and
animals
Grade 6 – Force, Motion and Energy
1. Gravitation and The learners demonstrate The learners should be The learners should be able to… S6FE- 1. EASE Physics. NSTIC SciKit
Frictional Forces understanding of… able to… IIIa-c-1 Module 10. Mechanics:
gravity and friction 1. infer how friction and gravity 2. Science and Friction
affect produce an advertisement affect movements of Technology Apparatus,
movement of objects demonstrates road safety different objects; IV: Physics Hooked Masses,
Textbook for Spring Balances
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp.
85-91. *
3. Science and
Technology I:
Integrated
Science
Textbook.

schools.
NISMED. 2012.
pp. 9596.


schools.
1. Gravitation and The learners demonstrate The learners should be The learners should be able to… S6FEIIIa- 4. Science and
Frictional Forces understanding of… able to… c-1 Technology I:
gravity and friction 1. infer how friction and gravity Integrated
affect produce an advertisement affect movements of different Science
movement of objects demonstrates road safety objects; Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 68-72. *
5. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011.
pp.
153-156. *
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. *
7. NFE. More on
Forces. 2001.
pp. 4-13.

schools.

schools.
2.Energy The learners demonstrate The learners should be 2. demonstrate how sound, heat, S6FE- 1. EASE Physics. 1. Alcohol Lamp,
understanding of… able to… light and electricity can be IIId-f-2 Module 16. glass, 150 ml.
2.1Energy transformation transformed; 2. OHSP. Module Capacity
in simple machines how energy is transformed create a marketing 16. 2. Electricity and
in simple machines strategy for a new product Magnetism Kit:
3. BEAM IV. Unit
on electrical or light 3. And there a. 2 pcs – size
efficiency was Light. D dry cell
Activities 3.1B holder
and 3.4A. b. 2 pcs – dry
August 2009. cell, size D
4. BEAM IV. Unit c. 6 pcs blue
connecting
4. 9 Electrical
wires with
Energy
alligator clip
Generation.
and banana
Electrical plug
Energy.
d. 1 pc – knife
September
switch
2008.
e. 3 assembles
5. BEAM 5. Unit 5. – socket with
11 Electric bulb,
Circuits. terminal
Distance binding
Learning f. 100 g –
Modules. DLP magnet wire
35. #20
6. BEAM 5. Unit 5. g. 1 pc – iron
11 Electric core rod
Circuits. (10-12 mm
Distance Øx
Learning 100mm)
Modules. DLP
34.
7. Science and
schools.
Technology IV:

schools.
Physics
2.Energy The learners demonstrate The learners should be 2. demonstrate how sound, S6FEIIId- Textbook for
understanding of… able to… heat, light and electricity can f-2 Fourth Year.
2.1Energy transformation in be transformed; Rabago, Lilia M.,
simple machines how energy is transformed create a marketing strategy Ph.D., et al.
in simple machines for a new product 2001. pp. 187-
191, 215226,
on electrical or light
efficiency 234-235 and
289-315. *
8. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
124-125. *

schools.
3. manipulate simple machines to S6FE- 1. MISOSA 5.

describe their IIIg-i-3 Module 19.
characteristics and uses; and 2. OHSP. Module
11. Lesson 3.
3. EASE Physics.
Module 11.
Lesson 3.
4. BEAM 5. Unit 5.
13 Simple
Machines.
Distance
Learning
Modules. DLP
40.
5. Science and


schools.
Technology I:
2.Energy The learners demonstrate The learners should be Integrated
understanding of… able to… 3. manipulate simple machines to S6FE- Science
2.1Energy transformation in describe their Textbook for
IIIg-i-3
simple machines how energy is transformed create a marketing strategy characteristics and uses; and First Year.
in simple machines for a new product Villamil, Aurora
on electrical or light M., Ed.D.
efficiency 1998. pp. 78-
82. *
Use 5. Tan,
Conchita T.
2012. pp.
178-201. *
7. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et al.
1997. pp.
53-64. *
8. NFE. Simple
Machines. 2001.
pp. 425.
4. demonstrate the practical and S6FE- 1. MISOSA 5. Pulley Set:

safe uses of simple machines. IIIc-j-4 Module 19. a. 1 pc – double
2. OHSP. Module pulley
11. Lesson 3. b. 1 pc – single
pulley

schools.
3. EASE Physics.
Module 11.


schools.
Lesson 3.
2.Energy The learners demonstrate The learners should be 4. demonstrate the practical and S6FE- 4. BEAM 5. Unit 5.
understanding of… able to… safe uses of simple machines. IIIc-j-4 13 Simple
2.1Energy transformation in Machines.
simple machines how energy is transformed create a marketing Distance
in simple machines strategy for a new product Learning
on electrical or light Modules. DLP
efficiency 40.
5. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
202-203. *
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
57-59. *
7. NFE. Simple
Machines. 2001.
pp. 2652.
1. Forces that affect The learners demonstrate The learners should … The learners should be able to… S6ES- 1. MISOSA 6.
changes on the earth’s understanding of… design an emergency and IVa-1 Module 30.
surface preparedness plan and kit 2. OHSP Integrated
Science.
1.1 Earthquakes
schools.
1.2 Volcanic Eruption the effects of earthquakes 1. describe the changes on the
and volcanic eruptions Earth’s surface as a result of
earthquakes and volcanic

eruptions; Science 1.
1. Forces that affect The learners demonstrate The learners should … S6ESIVa-1 Quarter 2.
changes on the earth’s understanding of… The learners should be able to… Module 5.
surface design an emergency and 3. MISOSA 6.
the effects of earthquakes preparedness plan and kit 1. describe the changes on the Module 13. 4.
1.1 Earthquakes and volcanic eruptions Earth’s surface as a result of MISOSA 6.
1.2 Volcanic Eruption earthquakes and volcanic Module 27.
eruptions; 5. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 182-185.
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et al.
1997. p.
190. *

schools.
2. enumerate what to do before, S6ES- 1. OHSP

during and after earthquake IVb-2 Integrated
and volcanic eruptions; Science.
Science 1.
Quarter 2.
Module 5. pp.
16-17 and 21.
2. MISOSA 6.
Module 30. p.
5.

schools.

3. EASE Science
1. Forces that affect The learners demonstrate The learners should … 2. enumerate what to do before, S6ESIVb- I. Module 12.
changes on the earth’s understanding of… during and after earthquake 2 pp. 32-33.
surface design an emergency and and volcanic eruptions; 4. BEAM 6.
the effects of earthquakes preparedness plan and Unit
1.1 Earthquakes and volcanic eruptions: kit 5. 12
1.2 Volcanic Eruption Volcanic
Eruptions.
Activity 3.1.
November
2008.
5. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 191-192.
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et al.
1997. pp.
318-323. *

schools.
2.Weather Patterns in the The learners demonstrate 3. describe the different seasons S6ES- 1. BEAM 3. Unit
understanding of… in the Philippines; IVc-3 6. Learning
Philippines
Guide.
Wearther we
2.1Weather patterns and weather patterns and
like it or not.
Seasons in the Philippines. seasons in the Philippines
Module 5.
July 2007.
2. Science and


schools.
Technology I:
2.Weather Patterns in the The learners demonstrate The learners should … 3. describe the different seasons S6ESIVc- Integrated
Philippines understanding of… in the Philippines; 3 Science
2.1Weather patterns design an emergency and Textbook for
and Seasons in the preparedness plan and kit First Year.
weather patterns and
Philippines. Villamil, Aurora
seasons in the Philippines
M., Ed.D.
1998. pp. 209-
210.
*
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 289-
290.
4. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
241-242. *

schools.
4. discuss appropriate activities S6ESIVd- 1. BEAM 3. Unit

for specific seasons of the 4 6. Learning
Philippines; Guide.
Wearther we like
it or not.
Module 5.
July 2007.

2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. p.
243. *

schools.
3.Motions of the Earth The learners demonstrate 5. demonstrate rotation and S6ES- 1. BEAM 4. Unit 1. Flashlight
3.1Rotation and understanding of… revolution of the Earth using IVe-f-5 9. Distance 2. Relief Globe
a globe to explain day and Learning 3. Small ball
revolution
night and the sequence of Modules. DLP (e.g.
of the earth’s rotation and
seasons; 59. styorofoam)
revolution
2. BEAM 4. Unit 4. Sun-
9. Distance earthmoon
Learning model
Modules. DLP
60.
3. BEAM 4. Unit
9. Distance
Learning
Modules. DLP
62.
4. Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 285-289.
*
5. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011.
pp. 234-235
and
238-240. *

schools.

6. Science and
3.Motions of the Earth The learners demonstrate 5. demonstrate rotation and S6ESIVe- Technology I:
understanding of… revolution of the Earth using f-5 General
3.1Rotation and revolution
a globe to explain day and Science
night and the sequence of Textbook for
of the earth’s rotation and
seasons; First Year.
revolution:
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
283-285. *

schools.
4.The Solar System The learners demonstrate 6. compare the planets of the S6ES- 1. EASE Science I. Solar system
understanding of… solar system; and IVg-h-6 Module 15. model
4.1Planets
characteristics of planets Lessons 1 and
in the solar system. 3.
2. MISOSA 5.
Module 26.
Outer Planet.
3. MISOSA 5.
Module 25.
Inner Planets.
1. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 279-280. *
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
251-252. *


schools.
The learners demonstrate 3. Science and
4.The Solar System understanding of… The learners should … 6. compare the planets of the S6ESIVg- Technology I:
characteristics of planets solar system; and h-6 Integrated
4.1Planets
in the solar system. design an emergency and Science
preparedness plan and Textbook.
kit NISMED. 2012.
pp. 319-323.
4. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
296. *

schools.
1. EASE Science
7. construct a model of the solar S6ES- I. Module 15.
system showing the relative Lesson 3.
IVi-j-7
sizes of the planets and their 2. Science and
relative distances from the Technology I:
Sun. Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 279-281.
3. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
253-255.
4. Science and

schools.

schools.
GRADE 7

Grade 7 – Matter
Doing Scientific The learners The learners shall be The learners should be able to… S7MT-Ia-1 1. OHSP Integrated
Investigations demonstrate an able to: Science I.
understanding of: 1. describe the components of a Quarter 1. Module
1. Ways of acquiring knowledge perform in groups in scientific investigation; 1.
and solving problems scientific ways of guided investigations 2. BEAM I. Module 2.
acquiring knowledge involving 3. Chemistry III
and solving problems communitybased Textbook. Mapa,
problems using locally Amelia P., Ph.D.,
available materials et al. 2001. pp.
7-9. *
4. Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 3-5.
5. Science and
Technology III.
NISMED. 1997. pp-
14-16.

schools.
2. Diversity of Materials in the The learners The learners 2. investigate properties of S7MT-Ic-2 1. EASE Science II. Osmosis
Environment demonstrate an demonstrate an unsaturated or saturated Module 7. apparatus
understanding of: understanding of: solutions; 2. APEX Chemistry
2.1 Solutions Solutions. Unit 2.
some important prepare different Chapter 1. Lesson
properties of concentrations of 1.
solutions mixtures according to 3. BEAM III. Unit 3. 8
uses and availability of Demonstrate
materials Understanding of
Solutions. The
2. Diversity of Materials in the The learners The learners 2. investigate properties of S7MT-Ic-2 Marvels of
Environment demonstrate an demonstrate an unsaturated or saturated solutions; Solutions.
understanding of: understanding of: Septermber 2009.
2.1 Solutions 4. Chemistry III
some important prepare different Textbook. Mapa,
properties of concentrations of Amelia P., Ph.D.,
solutions mixtures according to et al. 2001. pp.
uses and availability of 272-273. *
materials 5. Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 114-119.
6. Science and
Technology III.
NISMED. 1997. pp.
129-133.

schools.
1. EASE Science II.
3. express concentrations of S7MT-Id-3 Module 7. 1. Volumetric
solutions quantitatively by 2. APEX Chemistry flask, 250 mL
preparing different Solutions. Unit 2. 2. Graduated
concentrations of mixtures Chapter 1. cylinder, 100
according to uses and Lessons 6-7. mL
availability of materials; 3. BEAM III. Unit 3. 3. Triple beam
8 balance
Demonstrate 4. Beaker
Understanding of 5. Erlenmeyer
Solutions. The flask
Marvels of
Solutions.
September 2009.
4. Chemistry III
Textbook.

5. Mapa, Amelia
2. Diversity of Materials in the The learners The learners 3. express concentrations of S7MT-Id-3 P., Ph.D., et al.
Environment demonstrate an demonstrate an solutions quantitatively by 2001. pp. 283-
understanding of: understanding of: preparing different 290. * Science
2.1 Solutions concentrations of mixtures and Technology
some important prepare different according to uses and III: Chemistry
properties of concentrations of availability of materials; Textbook.
solutions mixtures according to NISMED. 2012.
uses and availability pp. 132-136.
of materials

schools.
6. Science and
Technology III.
NISMED. 1997.
pp. 142-153.
2.2 Substances and Mixtures The learners The learners 4. distinguish mixtures from S7MT-Ie-f4 EASE II. Penlight
demonstrate an demonstrate an substances based on a set of Module 3.
understanding of: understanding of: properties; 1. Lesson 2. Thermometer,
BEAM III. Unit alcohol
the properties of investigate the 2. 5
substances that properties of mixtures 2.
Demonstrate
distinguish them of varying
Skill in
from mixtures concentrations using
Identifying
available materials in
the community for Chemical
specific purposes System. Pure
Substance and
Mixture. August
2009.
EASE I. Module
3. 5. Lesson 3.
Chemistry III
4. Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 3842.
Science and
5.
Technology III:
Chemistry

schools.
Textbook.
NISMED. 2012.
pp. 34-38.
6. Science and
Technology III.
NISMED. 1997.
pp. 30-34.
1.
2.3 Elements and The learners The learners 5. recognize that substances are S7MT-Ig-h- EASE II. Electrolysis
Compounds demonstrate an demonstrate an classified into elements and 5 Module 3. apparatus
understanding of: understanding of: compounds; 2. Lesson 3.
BEAM III. Unit Periodic table of
classifying make a chart, poster, 2. 6 elements
substances as or multimedia Demonstrate
elements or presentation of Understanding
compounds common elements of Elements.
showing their names, Elements and
symbols, and uses Compounds.
3.
August 2009.
EASE I. Module
4.
5. Lesson 3.
Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
5. 2001. pp. 4549.
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
6.

schools.
pp. 52-56.
Science and

Technology III.
NISMED. 1997.
pp. 42-52.

schools.
2.4 Acids and Bases The learners The learners 6. investigate properties of acidic and S7MT-Ii-6 1. BEAM III. 1. beaker,
demonstrate an demonstrate an basic mixtures using natural Module 3. Lesson 250 mL
understanding of: understanding of: indicators; and 3. 2. Erlenmeyer
2. NSTIC Science flask
the common properly interpret Manual. Biology 3. medicine
properties of acidic product labels of acidic Science Manual droppers
and basic mixtures and basic mixture, and 413. 1.d Acids and 4. pH meter
practice safe ways of Bases. 5. pH paper
handling acids and 3. NSTIC Science 6. test tubes
bases using protective Manual.
clothing 7. vials
Chemistry Science 8. volumetric
and safety gear Manual. pp. 34-39.
flask, 250
4. Chemistry III mL
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
51-52. *
5. Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012. pp.
62-65.
2.5 Metals and Non-metals The learners 7. describe some properties of S7MT-Ij-7 1. APEX. Phases of Electrical
demonstrate an metals and non-metals such as Matter. Unit 1. conductivity
understanding of: luster, malleability, ductility, Chapter 2. apparatus
and conductivity. 2. EASE II.
properties of metals Module II. Improvised
and nonmetals Lesson 3. thermal
3. EASE I. Module conductivity
5. pp. 16-18 and apparatus
23.

schools.
4. Science and
Technology III.
NISMED. 1997.
pp. 48-51.
I. Parts and Functions The learners The learners should The learners should be able to… S7LT-IIa-1 BEAM II. 1 Compound
demonstrate an be able to: Nature of microscope
1. Microscopy understanding of: 1. identify parts of the microscope Biology. Tools in
employ appropriate and their functions;

schools.
the parts and techniques using the 1. Biology. April
functions of the compound microscope 2. focus specimens using the S7LT-IIb-2 2009. pp. 2137.
compound to gather data about compound microscope; NSTIC Science
microscope very small objects Manual. Biology
Science Manual
413M. 27b
2.
Microscope.
NSTIC Science
Manual. Biology
Science Manual
3. 413M. 4 The
Compound
Microscope.
Science and
Technology II:
Biology
4.
Textbook.
NISMED. 2012.
pp. 12-15.
Science and
Technology II:
5. Biology
Textbook.
NISMED. 2004.
pp. 12-15.


schools.
EASE Biology.
2. Levels of Biological The learners 3. describe the different levels of S7LT-IIc-3 dule 6.
Organization demonstrate an biological organization from cell Mo
The learners should
understanding of: to biosphere;
be able to:
the different levels of employ appropriate

biological techniques using the
organization compound microscope
to gather data about 1.
3. Animal and Plant Cells The learners very small objects 4. differentiate plant and animal S7LT-IId-4 Science and
demonstrate an cells according to presence or Technology II:
understanding of: absence of certain organelles; Biology
Textbook.
the difference NISMED. 2012.
2. pp. 22-28.
between animal and
plant cells Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 22-28.
1.
5. explain why the cell is considered S7LT-IIe-5 APEX. Unit 2.
the basic structural and The Unit Cycle
functional unit of all organisms; 2. of Life.
BEAM II.
Module 2. The
Basic Units of
Life.
3. EASE Biology.
Module 2.

schools.
4. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 21-22.
5. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 21-22.
1.
4. Fungi, Protists, and Bacteria The learners The learners should 6. identify beneficial and harmful S7LT-IIf-6 Science and
demonstrate an be able to: microorganisms; Technology II:
understanding of: Biology
employ appropriate Textbook.
organisms that can techniques using the NISMED. 2012.
compound microscope 2. pp. 247-268.
only be seen
through the to gather data about Science and
very small objects Technology II:
microscope, many of
Biology
which consist of only
Textbook.
one cell
NISMED. 2004.
pp. 247-268.

schools.
1.
II. Heredity: Inheritance and The learners 7. differentiate asexual from sexual S7LT-IIg-7 APEX Biology.
Variation demonstrate an reproduction in terms of: Unit 5. Life
understanding of: 7. 1 number of individuals 2. Reproduction.
1. Asexual reproduction involved; BEAM II. Unit 1.
2. Sexual reproduction reproduction being 7. 2 similarities of offspring to Different Life
both asexual or parents; Process. Process
sexual of Life. April
2009.
3. BEAM II. Unit 5.
Reproduction.
Cell Growth and
Reproduction.
April 2009.
4. EASE Biology.
Module 12.
Lesson 3.
5. Science and
Technology II:
II. Heredity: Inheritance and The learners The learners should be 7. differentiate asexual from sexual S7LT-IIg-7 Biology
Variation demonstrate an able to: reproduction in terms of: Textbook.
understanding of: 7. 1 number of individuals NISMED. 2012.
1. Asexual reproduction employ appropriate involved; pp. 139-142.
2. Sexual reproduction reproduction being techniques using the 7. 2 similarities of offspring to 6. Science and
both asexual or compound microscope parents; Technology II:
sexual to gather data about Biology
very small objects Textbook.
NISMED. 2004.
pp. 139-142.

schools.
8. describe the process of S7LT-IIg-8 1. MISOSA 5.

fertilization; Module 3.
2. BEAM 5. Unit 1. 1
The Human
Reproductive
System. Distance
Learning
Modules. DLP2.
3. BEAM 4. Unit 4.
Distance Learning
Modules. DLP31.
4. MISOSA 4.
Module 6.
5. APEX. Biology
Unit 5.
Use 4. Lozada,
Buena A., et al.
2011. pp. 76-78.
*
Use 5. Tan,
Conchita T. 2012.
pp. 6-10. *
8. Science and


schools.
Technology II:
II. Heredity: Inheritance and The learners The learners should be 8. describe the process of S7LT-IIg-8 Biology
Variation demonstrate an able to: fertilization; Textbook.
understanding of: NISMED. 2012.
1. Asexual reproduction employ appropriate pp. 153-157.
2. Sexual reproduction reproduction being techniques using the 9. Science and
both asexual or compound microscope Technology II:
sexual Biology
to gather data about
Textbook.
very small objects
NISMED. 2004. pp.
153-157.
I. Ecosystems The learners The learners should be 9. differentiate biotic from abiotic S7LT-IIh-9 1. BEAM I. Unit 5. 1
demonstrate an able to: components of an ecosystem; Living Things and
1. Components of an understanding of: Their
ecosystem conduct a collaborative Interactions. June
2. Ecological relationships organisms interacting action to 2009.
2.1 Symbiotic relationships with each other and preserve the 2. EASE I. Module 9.
2.2 Non symbiotic with their ecosystem in the 3. MISOSA 6.
relationships environment to locality Components of an
3. Transfer of energy through survive Ecosystem.
trophic levels 4. Science and
Technology I:
Integrated
Science Textbook
for First Year.
Villamil, Aurora M.,
Ed.D. 1998.
p. 222. *

schools.
10. describe the different ecological S7LT-IIh10 1. MISOSA 6.

relationships found in an Interrelationship
ecosystem; among
Organisms.
2. BEAM I. Unit 5. 1
Living Things and

their
II. Ecosystems The learners The learners should be 10. describe the different ecological S7LT-IIh- Interactions. June
demonstrate an able to: relationships found in an ecosystem; 10 2009.
1. Components of an understanding of: 3. EASE Biology.
ecosystem conduct a Module 19.
2. Ecological relationships organisms interacting collaborative action to 4. EASE I. Module
2.1 Symbiotic relationships with each other and preserve the 10.
2.2 Non symbiotic with their ecosystem in the 5. Science and
relationships environment to locality Technology I:
3. Transfer of energy through survive Integrated
trophic levels Science Textbook
for First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 223-226. *
11. predict the effect of changes in MISOSA 6. Module

one population on other 11.
S7LT-IIi-11
populations in the ecosystem;
and

schools.
1. MISOSA 6.
Components of
12. predict the effect of changes in an Ecosystem.
S7LT-IIj-12
abiotic factors on the ecosystem. 2. EASE I. Module
9.
Grade 7 – Force, Motion and, Energy

I. Motion in One Dimension The learners The learners shall be The learners should be able to… S7FE-IIIa1 1. NSTIC Science NSTIC SciKit
demonstrate an able to: Manual. Basic and
1. Descriptors of Motion 1.1 understanding of: 1. describe the motion of an object in Integrated Science Mechanics:
Distance or Displacement terms of distance or Manual. Stand Base;
1.2 Speed or Velocity motion in one conduct a forum on displacement, speed or velocity, 413 M. pp. 2-13. Stand Support;
1.3 Acceleration dimension mitigation and and acceleration; (Module 8). Stand Support;
disaster risk reduction 2. MISOSA 6. Stand Rods;
Module 24. Multi-clamps;

schools.
2. Motion Detectors 3. EASE Physics. Stopwatch
Module 10. (digital); CartRail
I. Motion in One Dimension The learners The learners shall be The learners should be able to… S7FE-IIIa1 4. Science and System;
demonstrate an able to: Technology I: Motorized
1. Descriptors of Motion understanding of: 1. describe the motion of an object in Integrated Cart; Free-Fall
1.1 Distance or conduct a forum on terms of distance or Science Textbook Apparatus;
Displacement motion in one mitigation and displacement, speed or velocity, for First Year. Meter Stick;
1.2 Speed or Velocity dimension disaster risk reduction and acceleration; Villamil, Aurora M., Magnetic
1.4 Acceleration Ed.D. 1998. pp. 73- Compass;
74. *
Ticker Timer
5. Science and
2. Motion Detectors Set
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 50-61. *
2. differentiate quantities in terms of S7FE-IIIa- Science and

magnitude and direction; Technology IV:
2
Pysics Textbook.
NISMED. 2012. p.
258.
3. create and interpret visual S7FE-IIIb- Science and

representation of the motion of Technology IV:
3
objects such as tape charts and Physics Textbook.
motion graphs; NISMED. 2012. p.
285.

schools.
1. OHSP. Module 15.
II. Waves The learners 4. infer that waves carry energy; S7LT-IIIc4 2. EASE Physics.
demonstrate an Module 15.
1. Types of Waves understanding of: 3. Science and
2. Characteristics of Waves Technology IV:
2.1 Amplitude waves as a carriers of Physics Textbook
2.2 Wavelength energy for Fourth Year.

3. Wave Velocity Rabago, Lilia M.,
Ph.D., et al. 2001.
II. Waves The learners The learners shall be pp. 194-197. *
demonstrate an able to: 1. OHSP. Module 15.
1. Types of Waves understanding of: 5. differentiate transverse from S7LT-IIIc5 2. EASE Physics.
2. Characteristics of Waves conduct a forum on longitudinal waves, and mechanical Module 15.
2.1 Amplitude waves as a carriers of mitigation and from electromagnetic waves; 3. Science and
2.2 Wavelength energy disaster risk reduction Tecnology IV:
Physics Textbook
3. Wave Velocity
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 202-203.

schools.
6. relate the characteristics of waves; S7LT-IIId6 1. OHSP. Module 15.

2. EASE Physics.
Module 15.
3. Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 198-200. *
III. Sound The learners 7. describe the characteristics of S7LT-IIId7 1. EASE Physics.
demonstrate an sound using the concepts of Module 16.
1. Characteristics of sound understanding of: wavelength, velocity, and 2. OHSP. Module 16.
1.1.Pitch amplitude; 3. Science and
1.2 Loudness the characteristics Technology IV:
1.3 Quality of sound Physics Textbook.
NISMED. 2012. pp.
371-372.


schools.
1. EASE Physics.
III. Sound The learners 8. explain sound production in the S7LT-IIIe- Module 16.
demonstrate an The learners shall be human voice box, and how pitch, 2. OHSP. Module 16.
8
1. Characteristics of sound understanding of: able to: loudness, and quality of sound 3. Science and
1.1.Pitch vary from one person to another; Technology IV:
1.2 Loudness the characteristics conduct a forum on Physics
1.3 Quality of sound mitigation and Textbook.
disaster risk reduction NISMED. 2012.
pp. 372-375.
9. describe how organisms S7LT-IIIe- 1. EASE Physics.

produce, transmit, and receive Module 16.
9
sound of various frequencies 2. OHSP. Module 16.
(infrasonic, audible, and ultrasonic 3. Science and
sound); Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 221226.
*
1. EASE Physics.
IV. Light The learners The learners shall be 10. relate characteristics of light such S7LT-IIIf- Module 3.
1. Characteristics of Light demonstrate an able to: as color and intensity to 10 2. Science and
1.1 Intensity or understanding of: frequency and wavelength; Technology IV:
Brightness suggest proper Physics Textbook
1.2 Color the characteristics lighting in various for Fourth Year.
of light activities Rabago, Lilia M.,
Ph.D., et al.
2001. P. 246. *

schools.
1. EASE Physics.
11. infer that light travels in a S7LT-IIIg11 Module 3.
straight line; 2. Science and
Technology IV:

Physics Textbook
for Fourth Year.
IV. Light The learners The learners shall be Rabago, Lilia M.,
1. Characteristics of Light demonstrate an able to: Ph.D., et al.
1.1 Intensity or understanding of: 2001. P. 236.*
Brightness suggest proper lighting
1.2 Color the characteristics of in various
light activities
V. Heat The learners 12. infer the conditions necessary for S7LT-IIIhi- 1. MISOSA 4. Heat conduction
1. Heat Transfer demonstrate an heat transfer to occur; 12 Methods of Heat metals
1.1 Conduction understanding of: Transfer. (different
1.2 Convection 2. Science and metals)
1.3 Radiation how heat is Technology I:
transferred Integrated
Science Textbook
for First Year.
Villamil, Aurora M.,
Ed.D. 1998.
P. 97. *
3. Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. P. 187. *
schools.
VI. Electricity The learners 13. describe the different types of S7LT-IIIj- 1. EASE Physics.
1. Charges demonstrate an charging processes; and 13 Module 6. Lesson
2. Charging processes understanding of: 2.
2. Science and
charges and the Technology IV:
different charging Physics Textbook
processes for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.

P. 290. *
VI. Electricity The learners The learners shall be

1. Charges demonstrate an able to:
understanding of: 14. explain the importance of earthing S7LT-IIIj- EASE Science II.
2. Charging processes
or grounding. 14 Module 2. p. 19.
suggest proper lighting
charges and the in various
different charging activities
processes

1.The Philippine The learners The learners shall be The learners should be able to… S7ES-IVa-1 EASE 1. Module 14. Ordinary
Environment demonstrate an able to: globe/terestrial
understanding of: 1. demonstrate how places on Earth globe
1.1 Location of the Philippines analyze the advantage may be located using a
using a coordinate system of the location of the coordinate system;

schools.
1.2. Location of the Philippines the relation of Philippines in relation
with respect to landmasses geographical location to the climate, 2. describe the location of the S7ES-IVa-2
and bodies of water of the Philippines to weather, and Philippines with respect to the
1.3. Protection and conservation its environment seasons continents and oceans of the
of natural resources world;
3. recognize that soil, water, rocks, S7ES-IVb3 EASE Science I.

coal, and other fossil fuels are Module 11.
Earth materials that
people use as resources;
4. describe ways of using Earth’s S7ES-IVc-4 1. EASE Science I.

resources sustainably; Module 11.
2. Science and
Technology I:
Integrated
Science Textbook
for First Year.
Villamil, Aurora
M., Ed.D. 1998.
Pp. 146-150. *

schools.
2.Interactions in the The learners 5. discuss how energy from the Sun S7ES-IVd5 1. EASE Science I.
Atmosphere demonstrate an The learners shall be interacts with the layers Module 14.
2.1. Greenhouse effect and understanding of: able to: of the atmosphere; 2. Science and
global warming Technology I:
2.3. Land and sea breezes the different analyze the advantage Integrated Science
2.4. Monsoons phenomena that of the location of the Textbook. NISMED.
2.5. Intertropical convergence occur in the Philippines in relation 2012. pp. 310-311.
zone atmosphere to the climate,
weather, and seasons
6. explain how some human S7ES-IVe-6 1. EASE Science I.

activities affect the atmosphere Module 14. Lesson
; 4.
2. BEAM I. 8 Changes
in the Atmosphere.
Learning Guides.
Point and Nonpoint.
September 2009.
3. Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012. pp.
301-311.
7. account for the occurrence of Science and

land and sea breezes, Technology I:
monsoons, and intertropical Integrated Science
S7ES-IVf-7
convergence zone (ITCZ) Textbook. NISMED.

schools.
2012. pp. 296-299.
2.Interactions in the The learners The learners shall be

Atmosphere demonstrate an able to:
2.1. Greenhouse effect and understanding of: 8. describe the effects of certain S7ES-IVg- MISOSA 5. Module
global warming analyze the advantage weather systems in the
8 24.
2.3. Land and sea breezes the different of the location of the Philippines;
2.4. Monsoons phenomena that Philippines in relation
2.5. Intertropical convergence occur in the to the climate,
zone atmosphere weather, and seasons
3. Seasons in the Philippines The learners 9. using models, relate: S7ES-IVh9 1. Science and
3.1. Relation of seasons to the demonstrate an 9.1 the tilt of the Earth to the Technology I:
position of the Sun in the understanding of: length of daytime; Integrated
sky 9.2 the length of daytime to the Science
3.2. Causes of seasons in the the relationship of amount of energy received; Textbook.
Philippines the seasons and 9.3 the position of the Earth in its NISMED. 2012.
the position of the orbit to the height of the Sun pp. 308-310.
Sun in the sky in the sky;
9.4 the height of the Sun in the 2. Science and
sky to the amount of energy Technology I:
received; Integrated
9.5 the latitude of an area to the Science
amount of energy the area Textbook.
receives; NISMED. 2012.
pp. 287-289.
Science and
10. show what causes change in the Technology I:
seasons in the Philippines using S7ES-IVi10 Integrated Science
models; Textbook. NISMED.
2012. pp. 287-290.

schools.
4. Eclipses The learners 11. explain how solar and lunar S7ES-IVj11 1. BEAM 4. 11 Solar 1. Flashlight
4.1. Solar Eclipse demonstrate an eclipses occur; and and Lunar 2. Ordinary
4.2. Lunar Eclipse understanding of: Eclipse. Distance globe
Learning Module. 3. Sun-
the occurrence of DLP 66. earthmoon
model

schools.

schools.
GRADE 8
CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY LEARNING SCIENCE

CONTENT CODE
Grade 8 – Force, Motion, and Energy

schools.
1. Laws of Motion The learners demonstrate The learners shall be The learners should be able S8FE-Ia-15 1. EASE Physics. NSTIC SciKit Basic
1.1 Law of Inertia an understanding of: able to: to... Module 10. and Mechanics:
1.2 Law of Acceleration Lesson 3. Stand Base;
1.3 Law of Interaction Newton’s three laws of develop a written plan 1. investigate the 2. Science and Stopwatch
motion and uniform and implement a relationship between Technology IV: (digital);
circular motion “Newton’s Olympics” the amount of force Physics Cart-Rail
applied and the mass Textbook.
System;
of the object to the NISMED.
Spring Balances;
amount of change in 2012. pp. 292-
Ring and
the object’s motion; 296.
Cylindrical
3. Science 8
Learner’s Masses;
Module. Campo, Meter Stick
Pia
C., et al. 2013.
pp. 1217.
4. Science and
Technologyy
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp.
75-82. *

CONTENT CODE

schools.
1. Laws of Motion The learners demonstrate The learners shall be

1.1 Law of Inertia an understanding of: able to:
2. infer that when a body S8FE-Ia-16 1. EASE Physics. Spring balances
1.2 Law of Acceleration exerts a force on Module 10.
1.3 Law of Interaction Newton’s three laws of develop a written plan another, an equal Lesson 3.
motion and uniform and implement a amount of force is 2. Science and
circular motion “Newton’s Olympics” exerted back on it; Technology IV:
Physics
Textbook.
NISMED.
2012. pp. 296-
297.
3. Science 8
Learner’s
Module. Campo,
Pia
C., et al. 2013.
pp. 1820.
4. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 83-84.
*

schools.
1. EASE Physics.
3. demonstrate how a body S8FE-Ib-17 Module 10.
responds to changes in Lesson 3.
motion; 2. Science and
Technology
IV: Physics

CONTENT CODE
Textbook for
Fourth Year.
Ragabo, Lilia
1. Laws of Motion The learners demonstrate The learners shall be M., Ph.D., et al.
1.1 Law of Inertia an understanding of: able to: 3. demonstrate how a body S8FE-Ib-17 2001. p.
1.2 Law of Acceleration responds to changes in 83. *
1.3 Law of Interaction Newton’s three laws of develop a written plan motion; 3. Science 8
motion and uniform and implement a Learner’s
circular motion “Newton’s Olympics” Module.
Campo, Pia
C., et al. 2013.
pp. 810.

schools.
4. relate the laws of motion S8FE-Ib-18 1. EASE Physics.

to bodies in Module 9.
uniform circular motion; 2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp.
58-61. *
3. Science 8
Learner’s
Module. Campo,
Pia
C., et al. 2013.
pp. 1718.
5. infer that circular motion S8FE-Ib-19 1. EASE Physics.

requires the application Module 9.
of constant force 2. Science and
directed toward the Technology

CONTENT CODE

schools.
center of the circle; IV: Physics
Textbook for
Fourth Year.
1. Laws of Motion The learners demonstrate The learners shall be Rabago, Lilia M.,
1.1 Law of Inertia an understanding of: able to: 5. infer that circular motion S8FE-Ib-19 Ph.D., et al.
1.2 Law of Acceleration requires the application 2001. Pp.
1.3 Law of Interaction Newton’s three laws of develop a written plan of constant force 106-108. *
motion and uniform and implement a directed toward the 3. Science 8
circular motion “Newton’s Olympics” Learner’s
center of the circle;
Module. Campo,
Pia
C., et al.
2013. P. 18.

schools.
1. EASE Physics.
2. Work Power and Energy The learners demonstrate 6. identify situations in S8FE-Ic-20 Module 11.
an understanding of: which work is done and Lesson 2. pp. 5-
in which no work is 8.
work using constant done; 2. Science and
force, power, gravitational Technology
potential energy, kinetic IV: Physics
energy, and elastic Textbook for
potential Fourth Year.
energy Rabago, Lilia M.,
Ph.D., et al.
2001. Pp.
162-166. *
3. Science and
Technology IV:
Physics
Textbook.
NISMED.
2012. Pp. 309-
310.
4. Science 8
Learner’s
Module.
Campo, Pia

CONTENT CODE
C., et al. 2013.
Pp. 2124.

schools.
The learners shall be 7. describe how work is S8FE-Ic-21 1. EASE Physics.

2. Work Power and Energy The learners demonstrate able to: related to power and Module 11.
an understanding of: energy; Lesson 3. pp.
develop a written plan 33-34.
work using constant and implement a 2. Science and
force, power, “Newton’s Olympics” Technology
gravitational potential IV: Physics
energy, kinetic energy, Textbook for
and elastic potential Fourth Year.
energy Rabago, Lilia M.,
Ph.D., et al.
2001. Pp.
166-169. *
3. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 316317.
4. Science 8
Learner’s
Module. Campo,
Pia C., et al.
2013. pp. 25-26.
8. differentiate potential S8FE-Id-22 1. BEAM IV. Unit 1.

and kinetic energy; 2. EASE Science
1. Module 8.
Lesson 3.
3. OHSP Module.

schools.

CONTENT CODE
Module 11.
Lesson 2.
4. Science and
The learners shall be Technology
2. Work Power and Energy The learners demonstrate able to: 8. differentiate potential and IV: Physics
S8FE-Id-22 Textbook for
an understanding of: kinetic energy;
develop a written plan Fourth Year.
work using constant and implement a Rabago, Lilia M.,
force, power, gravitational “Newton’s Olympics” Ph.D., et al.
potential energy, kinetic 2001. Pp.
energy, and elastic 171-174. *
potential 5. Science and
energy Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 310314.
6. Science 8
Learner’s
Module. Campo,
Pia C., et al.
2013. pp. 26-31.

schools.
9. relate speed and position S8FE-Id-23 1. Science and

of object to the amount Technology
of energy possessed by IV: Physics
a body; Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp.
175-181. *
2. Science and
Technology

CONTENT CODE
IV: Physics
Textbook.
NISMED. 2012.
Pp. 314316.
9. relate speed and position S8FE-Id-23 3. Science 8
of object to the amount Learner’s
of energy possessed by Module. Campo,
a body; Pia C., et al.
2013. pp. 25-26.

schools.
3. Sound The learners demonstrate The learners shall be 10. infer how the movement S8FE-Ie-24 1. OHSP. Module Diffraction Slits &
an understanding of: able to: of particles of an object 16. Diffraction grating
affects the speed of 2. Science and
the propagation of sound develop a written plan sound Technology
through solid, and implement a through it; IV: Physics
liquid, and gas “Newton’s Olympics” Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp.
216-218. *
3. Science and
Technology IV:
Physics
Textbook.
NISMED.
2012. pp.
369-370. * 4.
Science 8
Learner’s Module.
Campo, Pia
C., et al.
2013. p. 70.

CONTENT CODE

schools.
1. OHSP. Module
3. Sound The learners demonstrate The learners shall be 11. investigates the effect of S8FE-Ie-25 16.
an understanding of: able to: temperature to speed of 2. Science and
sound Technology IV:
Physics
the propagation of sound develop a written plan through fair testing;
Textbook.
through solid, liquid, and and implement a NISMED. 2012.
gas “Newton’s Olympics” pp. 369-370.
3. Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp.
83-87.
1. EASE Physics.
4. Light some properties and discuss phenomena 12. demonstrate the S8FE-If-26 Module 3. Prism
characteristics of visible such as blue sky, existence of the color Lesson 4.
light rainbow, and red sunset components of visible 2. Science and
using the concept of light using a prism or Technology
wavelength IV: Physics
diffraction grating;
and frequency of visible Textbook for
light Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp.
266-267. *
3. Science and
Technology IV:
Physics
Textbook.
NISMED.
2012. p. 27.
4. Science 8
Learner’s
Module. Campo,
Pia
C., et al.
schools.
2013. p. 91.

CONTENT CODE

schools.
1. EASE Physics.
4. Light The learners demonstrate The learners shall be 13. explain the hierarchy of S8FE-If-27 Module 3.
an understanding of: able to: colors in relation to Lesson 4.
energy; 2. Science and
some properties and discuss phenomena Technology
characteristics of visible such as blue sky, III: Chemistry
light rainbow, and red sunset Textbook for
using the concept of Third Year.
wavelength Mapa, Amelia P.,
and frequency of visible Ph.D., et al.
light 1999. pp.
67-69. *
3. Science 8
Learner’s
Module. Campo,
Pia
C., et al. 2013.
pp. 98105.
4. Chemistry III
Textbook.
Mapa, Amelia P.,
Ph.D., et al.
2001. pp. 65-66.
*

schools.
14. explain that red is the S8FE-If-28 1. EASE Physics.

least bent and violet the Module 3.
most bent according to Lesson 4.
their wavelengths or 2. Chemistry III
frequencies; Textbook.
Mapa, Amelia P.,
Ph.D., et al.
2001. pp.
65-66. *
3. Science and
Technology

CONTENT CODE
III: Chemistry
4. Light The learners demonstrate The learners shall be 14. explain that red is the Textbook for
an understanding of: able to: least bent and violet Third Year.
S8FE-If-28
the most bent Mapa, Amelia
some properties and discuss phenomena P., Ph.D., et al.
according to their
characteristics of visible such as blue sky, 1999. pp.
wavelengths or
light rainbow, and red sunset 67-69. *
frequencies;
using the concept of 4. Science 8
wavelength Learner’s
and frequency of Module. Campo,
visible light Pia
C., et al. 2013.
pp. 98105.

schools.
1. EASE Physics.
5. Heat heat and temperature, 15. differentiate between S8FE-Ig-29 Module 13. Thermometer
and the effects of heat on heat and temperature 2. Science 8
the body at the molecular level; Learner’s
Module. Campo,
Pia
C., et al. 2013.
pp. 3738.
6. Electricity current- voltageresistance 16. infer the relationship S8FE-Ih-30 1. Science and 1. Dry cell holders
relationship, between current and Technology 2. Multi-meter
electric power, electric charge; IV: Physics resistor
energy, and home Textbook for 3. Switch
circuitry Fourth Year. 4. Wire connectors
Rabago, Lilia
M., Ph.D., et al.
2001. pp.
290-293. *
2. Science and
Technology IV:
Physics
Textbook.
CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

schools.
NISMED.
6. Electricity The learners demonstrate The learners shall be 16. infer the relationship S8FE-Ih-30 2012. pp. 142-
an understanding of: able to: between current and 143.
charge; 3. Science 8
current- discuss phenomena Learner’s
voltageresistance such as blue sky, Module.
relationship, rainbow, and red Campo, Pia
electric power, electric sunset using the C., et al. 2013.
energy, and home concept of wavelength pp. 5455.
circuitry and frequency of visible
light
17. explain the advantages S8FE-li-31 1. EASE Physics. 1. DC Ammeter

and disadvantages of Module 7. 2. DC Voltmeter
series and parallel Lesson 2. 3. Dry Cell Size D,
connections in homes; 2. Science and 1.5 volts
Technology IV: 4. Dry Cell, 9 volts
Physics 5. Dry Cell Holder
Textbook. Size D ( 1set= 4
NISMED. pcs)
2012. pp. 156- 6. Miniature Light
160. Bulb (1 set = 3
3. Science 8 pcs) 7.
Learner’s Miniature Light
Module. Bulb
Campo, Pia Base ( 1set =
C., et al. 2013. 3 pcs)
pp. 6163. 8. Set of
Connectors ( 1
set = 3- red,
3- black, 2-
white, 2- blue)
9. Switches,
Knife Type

schools.

CONTENT CODE

schools.
The learners demonstrate The learners shall be 18. differentiate electrical S9FE-li-32 1. Science and 1. DC Ammeter
6. Electricity an understanding of: able to: power and electrical Technology 2. DC Voltmeter
energy; and IV: Physics 3. Dry Cell Size D,
current- voltageresistance discuss phenomena such Textbook for 1.5 volts
relationship, as blue sky, rainbow, Fourth Year. 4. Dry Cell, 9 volts
electric power, electric and red sunset using the Rabago, Lilia M.,
energy, and home concept of wavelength Ph.D., et al. 2001.
circuitry and frequency of visible pp. 294-296 and
light 315. *
2. Science and
Technology IV:
Physics
Textbook.
NISMED.
2012. pp. 166168
and 177178.
19. explain the functions of S8FE-li-33 1. EASE Physics. 1. Galvanometer

circuit breakers, fuses, Module 7. 2. Fuse Holder w/
earthing, double Lessons 3 and Fuse
insulation, and other 4.
safety devices in the 2. Science and
Technology IV:
home.
Physics
Textbook.
NISMED. 2012.
pp. 174-177.

schools.

CONTENT CODE
SECOND QUARTER/ SECOND GRADING PERIOD

schools.
1. Earthquakes and Faults The learners demonstrate The learners shall be The learners should be able S8ES-IIa- 1. MISOSA 6.
an understanding of: able to: to… 14 Module 26.
1.1 Active and inactive faults 2. Science and
1.2 How movements along faults the relationship between 1. participate in decision 1. using models or Technology I:
generate earthquakes faults and earthquakes making on where to illustrations, explain how Integrated
1.3 How earthquakes generate build structures movements along faults Science
tsunamis based on knowledge Textbook.
generate earthquakes;
1.4 Earthquake focus and of the location of NISMED.
epicenter active
2012. pp.
1.5 Earthquake intensity and faults in the 192-193.
magnitude community 3. Science 8
1.6 Earthquake preparedness Learner’s
1.7 How earthquake waves 2. make an emergency Module. Campo,
provide information about the plan and prepare an Pia
interior of the Earth emergency kit for use C., et al.
at home and in 2013. pp.
school
116-127.
2. differentiate the S8ES-IIa15 1. MISOSA 6. Seismograph model
2.1 epicenter of an Module 28.
earthquake from its 2. Science and
focus; Technology I:
2.2 intensity of an Integrated
earthquake from its Science
magnitude; Textbook.
2.3 active and inactive NISMED.
faults; 2012. pp. 193-
196.
3. Science 8
Learner’s
Module. Campo,
Pia
C., et al.
2013. pp.
schools.
125-132.

CONTENT CODE
1. Earthquakes and Faults The learners demonstrate The learners shall be 3. demonstrate how S8ES-IIb- 1. MISOSA 6.
an understanding of: able to: underwater earthquakes 16 Module 27.
1.1 Active and inactive faults generate tsunamis; 2. Science 8
1.2 How movements along faults the relationship between 1. participate in decision Learner’s
generate earthquakes faults and earthquakes making on where to Module. Campo,
1.3 How earthquakes generate build structures Pia
tsunamis based on knowledge C., et al.
of the location of 2013. pp.
active 133-136.

schools.
1.4 Earthquake focus and faults in the
epicenter community 4. explain how earthquake S8ES-IIc- Science 8
1.5 Earthquake intensity and waves provide 17 Learner’s Module.
magnitude 2. make an emergency information about the Campo,
1.6 Earthquake preparedness plan and prepare an interior of the earth Pia C., et al. 2013.
1.7 How earthquake waves emergency kit for use pp. 135136.
provide information about at home and in
the interior of the Earth school
2. Understanding Typhoons the formation of typhoons 1. demonstrate 5. explain how typhoons S8ES-IId18 1. BEAM 5. Unit 6.
2.1 How typhoons develop and their movement precautionary develop; 18 Tropical
2.2 Why the Philippines is prone to within the measures before, Cyclones.
typhoons PAR during, and after a Learning Guides.
2.3 How landforms and bodies of typhoon, including Tropical
water affect typhoons within following advisories, Cyclones.
the Philippine Area of storm signals, and Septermber
Responsibility (PAR) calls for evacuation 2008.
given by government 2. Science and
agencies in charge Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.

CONTENT CODE

schools.
2. Understanding Typhoons The learners 1. demonstrate S8ES-IId18 285-287.
2.1 How typhoons develop demonstrate an precautionary 3. Sciene 8
2.2 Why the Philippines is prone understanding of: measures before, Learner’s
to typhoons during, and after a Module.
the formation of typhoon, including Campo, Pia
2.3 How landforms and bodies of
water affect typhoons within typhoons and their following advisories, C., et al.
the Philippine Area of movement within the storm signals, and
2013. pp. 138-
Responsibility (PAR) calls for evacuation
PAR 139.
given by
4. Science and
government
Technology I:
agencies in charge
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 207-208.
6.
infer why the S8ES-IId19 1. Science and
Philippines Technology I:
is prone to typhoons; Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
p.
207. *
2. Science adn
Technology I:
Integrated
Science
Textbook.

schools.
NISMED.
2012. pp.
CONTENT STANDARDS PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
2. Understanding Typhoons The learners demonstrate 1. demonstrate 286-287.
2.1 How typhoons develop an understanding of: precautionary 6. infer why the Philippines S8ES-IId- 3. Science 8
2.2 Why the Philippines is prone measures before, is prone to typhoons; 19 Learner’s
to typhoons the formation of during, and after a Module.
2.3 How landforms and bodies of typhoons and their typhoon, including Campo, Pia
water affect typhoons within movement within the following advisories, C., et al.
the Philippine Area of storm signals, and 2013. pp.
PAR
Responsibility (PAR) calls for evacuation
143-144.
given by government
agencies in charge

schools.
2. participate in 7. explain how landmasses S8ES-IIe- Science 8

activities that lessen and bodies of water 20 Learner’s Module.
the risks brought by affect typhoons; Campo,
typhoons Pia C., et al. 2013.
pp. 142144.
8. trace the path of S8ES-IIf-21 Science 8

typhoons that enter the Learner’s Module.
Philippine Area of Campo,
Responsibility (PAR) Pia C., et al. 2013.
using a map and pp. 139142.
tracking data;
3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast S8ES-IIg22 1. BEAM 3. Unit 6.
System meteors, and beliefs and practices comets, meteors, and DLP 54.
3.1 Comets asteroids about comets and asteroids; 2. MISOSA 5,
3.2 Meteors meteors have scientific Module 27.
basis 3. Science and
3.3 Asteroids
Technology I:
Integrated
Science
Textbook for
CONTENT CODE

schools.
First Year.
3. Other members of the Solar The learners demonstrate discuss whether or not S8ES-IIg- Villamil, Aurora
System an understanding of: beliefs and practices 22 M., Ed.D. 1998.
3.1 Comets about comets and pp. 281-283.
3.2 Meteors characteristics of comets, meteors have scientific *
meteors, and basis 4. Science and
3.3 Asteroids
asteroids Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 339-
340.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al. 2013.
pp.156-164.
10. predict the appearance S8ES-IIh23 1. BEAM 3. Unit 6.

of comets based on DLP 54.
recorded data of 2. MISOSA 5.
previous appearances; Module 27.
and 3. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 282-283.
4. Science and
schools.

CONTENT CODE
Technology I:
3. Other members of the Solar The learners demonstrate discuss whether or not 10. predict the appearance S8ES-IIh- Integrated
System an understanding of: beliefs and practices of comets based on 23 Science
3.1 Comets about comets and recorded data of Textbook.
3.2 Meteors characteristics of comets, meteors have scientific previous appearances; NISMED.
meteors, and basis 2012. p. 340.
3.3 Asteroids and
asteroids 5. Science 8
Learner’s
Module. Campo,
Pia
C., et al.
2013. pp.
156-158.

schools.
11. explain the regular S8ES-IIi-j- 1. Science and

occurrence of meteor 24 Technology I:
showers Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
p.
281. *
2. Science 8
Learner’s
Module. Campo,
Pia
C., et al.
2013. p. 163.

CONTENT CODE
Grade 8 – Matter

schools.
1. The Particle Nature of Matter The learners demonstrate The learners shall be The learners should be able S8MT-IIIab- 1. EASE Science I.
an understanding of: able to: to… 8 Module 5.
1.1 Elements, Compounds, and Lesson 2.
Mixtures the particle nature of present how water 1. explain the properties of 2. Science and
1.2 Atoms and Molecules matter as basis for behaves in its different solids, liquids, and gases Technology III.
explaining properties, states within the water based on the particle NISMED. 1997.
physical changes, and cycle nature of pp. 5564.
structure of substances matter; 3. Chemistry III
and mixtures Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 32-
33.
4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 46-47. * 5.
Science 8
Learner’s Module.
Campo, Pia
C., et al.
2013. pp. 179-
182.
6. Science and
Technology I:
Integrated

schools.

CONTENT CODE

schools.
Science
1. The Particle Nature of Matter The learners demonstrate The learners shall be The learners should be able S8MT-IIIab- Textbook.
an understanding of: able to: to… 8 NISMED. 2012.
1.1 Elements, Compounds, and pp. 8081.
Mixtures the particle nature of present how water 1. explain the properties of
1.2 Atoms and Molecules matter as basis for behaves in its different solids, liquids, and
explaining properties, states within the water gases based on the
physical changes, and cycle particle nature of
structure of substances matter;
and mixtures
2. explain physical changes S8MT-IIIcd- 1. Chemistry III

in terms of the 9 Textbook.
arrangement and Mapa, Amelia
motion of atoms and P., Ph.D., et al.
molecules; 2001. p. 137. *
2. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998. *

schools.
2. Atomic Structure the identity of a 3. determine the number of S8MT-IIIef- 1. EASE Science 1. Improvised
substance according to protons, neutrons, and 10 II. Module 10. BohrSommerfield
2.1 Protons its atomic structure electrons in a Lesson 2. Atomic Model 2.
2.2 Neutrons particular atom; 2. BEAM III. Unit Improvised
2.3 Electrons 1. 4 Energy Levels
Demonstrate Model
Understandin g 3. Improvised
of Isotopes of
Mathematical. Carbon
Number

CONTENT CODE
Makeover. 4. Improvised
2. Atomic Structure The learners demonstrate 3. determine the number of S8MT-IIIef- Intro to Subshells
an understanding of: protons, neutrons, and 10 Chemistry. Model
2.1 Protons electrons in a particular August 2009.
2.2 Neutrons the identity of a atom; 3. Science and
2.3 Electrons substance according to Technology
its atomic structure III. NISMED.
1997. pp. 220-
221.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp.
58-64. *
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
schools.
203-205.
3. Periodic Table (PT) of 1. EASE

Elements the periodic table of 4. trace the development of S8MT-IIIgh- Science II.
elements as an the periodic table from 11 Module 11.
3.1 Development of the PT organizing tool to observations based on Lesson 1.
3.2 Arrangement of elements determine the chemical similarities in properties 2. Chemistry
3.3 Reactive and nonreactive properties of elements of elements; and III
metals Textbook.
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp. 86-
88. *
3. Science and
Technology
schools.
III. NISMED.

CONTENT CODE
4. 1997. pp.
3. Periodic Table (PT) of The learners 4. trace the development of S8MT-IIIgh- 237-245.
Elements demonstrate an the periodic table from 11 Science and
understanding of: observations based on Technology
3.1 Development of the PT similarities in properties I:
3.2 Arrangement of elements the periodic table of of elements; and Integrated
3.3 Reactive and nonreactive elements as an Science
metals organizing tool to
Textbook for
determine the chemical
First Year.
properties of elements
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 52-53. *

schools.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
211-212.
1.
5. use the periodic table to S8MT-IIIij- EASE Periodic Table of
predict the chemical 12 Science II. Elements
behaviour of an element. Module 11.
2.
Lesson 2. Improvised
Chemistry Periodic Table
III Blocks
Textbook.
Mapa,
Amelia P.,
Ph.D., et al.
3.
2001. pp.
90-91.
Science and
Technology
III. NISMED.

CONTENT CODE

schools.
4. 1997. pp.
3. Periodic Table (PT) of The learners 5. use the periodic table to S8MT-IIIij- 253-259.
Elements demonstrate an predict the chemical 12 Science and
understanding of: behaviour of an element. Technology
3.1 Development of the PT I:
3.2 Arrangement of elements the periodic table of Integrated
3.3 Reactive and nonreactive elements as an Science
metals organizing tool to Textbook.
determine the chemical
NISMED.
properties of elements
2012. pp.
60-61.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
212-217.
Grade 8 – Living Things and Their Environment FOURTH

QUARTER/ FOURTH GRADING PERIOD
1.
1. Structures and Functions: The learners The learners should be The learners should be able S8LT-IVa- EASE Human Torso
Focus on the Digestive demonstrate an able to: to… 13 Biology. Model
System understanding of: Module 1.
2.
present an analysis of 1. explain ingestion, Lesson 1.
1.1 Organs of the digestive 1. the digestive system the data gathered on absorption, assimilation, Science and
system and their interaction and its interaction diseases resulting from and excretion; Technology
with organs of the with the circulatory, nutrient deficiency II: Biology
respiratory, circulatory, and respiratory, and Textbook.
excretory systems excretory systems in NISMED.
providing the body 2012. pp. 99;
1.2 Changes in food as it with nutrients for 109110.
undergoes physical and energy
schools.
CONTENT CODE
chemical digestion The learners should be 2. explain how diseases of S8LT-IVb14 3. BEAM 4.
2. diseases that result able to: the digestive system are Unit 2.
1.3 Diseases resulting from from nutrient prevented, detected, and Distance
nutrient deficiency and deficiency and present an analysis of treated; Learning
ingestion of harmful ingestion of harmful the data gathered on Modules.
substances substances, and their diseases resulting from
prevention and 4. DLP 16.
nutrient deficiency Science for
1.4 Prevention, detection, and treatment
Daily Use 4.
treatment of diseases of the Lozada,
digestive system Buena A., et
al. 2011. pp.
35-36. *
3. identify healthful S8LT-IVc15 1. Science for
practices that affect the Daily Use 4.
digestive system; Lozada,
Buena A., et
al. 2011. p.
34. *
2. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
308-313.

schools.
2. Heredity: Inheritance and The learners The learners should be 4. compare mitosis and S8LT-IVd16 1. EASE 1. Meiosis model
Variation of Traits demonstrate an able to: meiosis, and their role in Biology. 2. Mitosis model
understanding of: the cell-division cycle; Module 12.
2.1 Stages of mitosis present an analysis of Lessons 1 and
2.2 Stages of meiosis 1. how cells divide to the data gathered on 2.
2.
2.3 Mendelian Genetics produce new cells diseases resulting from BEAM II.
2. meiosis as one of the nutrient deficiency Unit 5.
processes producing Learning
genetic variations of report on the Guide.
the Mendelian Pattern importance of variation Reproductio
of n. Cell
in plant and animal
Inheritance Growth and
breeding
CONTENT CODE
3. Reproductio
2. Heredity: Inheritance and The learners The learners should be 4. compare mitosis and S8LT-IVd- n. April 2009.
Variation of Traits demonstrate an able to: meiosis, and their role in 16 Science and
understanding of: the cell-division cycle; Technology
2.1 Stages of mitosis report on the II: Biology
2.2 Stages of meiosis 1. how cells divide to importance of variation Textbook.
2.3 Mendelian Genetics produce new cells in plant and animal 4. NISMED.
2. meiosis as one of the breeding 2012. pp.
processes producing 132-133.
genetic variations of Science and
the Mendelian Pattern
Technology
of
II: Biology
Inheritance
Textbook.
NISMED.
2004. pp.
132-133.

schools.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
321-326.
5. explain the significance S8LT-IVe17 EASE Meiosis Model

of meiosis in maintaining Biology.
the chromosome 1. Module 12.
number; Lesson 2.
Science and
2. Technology
II: Biology
Textbook.
NISMED.
2012. pp.
133-134.
3. Science and
CONTENT CODE

schools.
Technology
2. Heredity: Inheritance and The learners The learners should be 5. explain the significance S8LT-IVe- II: Biology
Variation of Traits demonstrate an able to: of meiosis in maintaining 17 Textbook.
2.1 Stages of mitosis understanding of: the chromosome number; NISMED.
2.2 Stages of meiosis report on the 2004. pp.
2.3 Mendelian Genetics 1. how cells divide to importance of variation 133-134.
produce new cells in plant and animal 4. Science 8
2. meiosis as one of the breeding Learner’s
processes producing Module.
genetic variations of Campo, Pia
the Mendelian Pattern C., et al.
of 2013. pp.
Inheritance 327-328.
1. EASE
6. predict phenotypic S8LT-IVf18 Biology.
expressions of traits Module 14.
following simple patterns 2. Science and
of inheritance; Technology
II: Biology
Textbook.
NISMED.
2012. Pp.
188-189.
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. Pp.
188-189.

schools.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. P.
334.
CONTENT CODE
Science 8
3. Biodiversity The learners The learners should be 7. explain the concept of a S8LT-IVg- Learner’s Module.
demonstrate an able to: species; 19 Campo, Pia, et al.
3.1 Species diversity understanding of: 2013. P. 224.
3.2 Hierarchical taxonomic report (e.g., through a
Science 8
system of classification 1. the concept of a travelogue) on the
8. classify organisms using S8LT-IVh- Learner’s Module.
3.3 Protection and species activities that
the hierarchical 20 Campo,
conservation of communities engage in
taxonomic system; Pia C., et al. 2013.
endangered and 2. the species as being to protect and conserve
Pp. 226227.
economically important further classified into endangered and
species economically important
a hierarchical
taxonomic system species

schools.
9. explain the advantage of S8LT-IVh21 1. Science and
high biodiversity in Technology I:
maintaining the stability Integrated
of an ecosystem; Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D.
1998. P. 231. *
2. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 330-333.
3. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 330-333.
4. Science 8
Learner’s
Module.
Campo, Pia C.,
CONTENT CODE
et al. 2013. p.
266.

schools.
4. Ecosystems The learners demonstrate The learners should be 10. describe the transfer of S8LT-IVi- 1. Science and
4.1 Transfer of Energy in an understanding of: able to: energy through the 22 Technology I:
Trophic Levels trophic levels; Integrated
4.2 Cycling of materials in the the one-way flow of make a poster Science
ecosystem energy and the cycling comparing food choices Textbook for
4.2.1Water cycle of materials in an based on the First Year.
4.2.2Oxygen-carbon cycle ecosystem trophic levels’ Villamil, Aurora
4.2.3Nitrogen cycle M., Ed.D. 1998.
4.3 Impact of human activities P. 228. *
in an ecosystem 2. Science 8
Learner’s
Module. Campo,
Pia
C., et al.
2013. Pp.
273-274.
11. analyze the roles of EASE Science I.

organisms in the cycling S8LT-IVi23 Module 10.
of materials; Lesson 3.
1. EASE Science I.
12. explain how materials S8LT-IVi- Module 10.
cycle in an ecosystem; 24 Lesson 3.
and 2. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
1998. pp. 150-
151 and pp.
228-231.

schools.

schools.

schools.
GRADE 9

CONTENT CODE
Grade 9 – Living Things and Their Environment FIRST
QUARTER/ FIRST GRADING PERIOD
1. Respiratory and Circulatory The learners demonstrate The learners should be The learners should be able S9LT-la-b- 1. BEAM II. 4 Human torso
Systems Working with the an understanding of: able to: to… 26 Organ model
other Organ Systems Systems.
1. how the different conduct an information 1. explain how the Circulatory
structures of the dissemination activity respiratory and circulatory System. June
circulatory and on effective ways of systems work together to 2008.
respiratory systems taking care of the transport nutrients, gases, 2. EASE Biology.
work together to respiratory and and other molecules to Module 11.
transport oxygen-rich circulatory systems and from the different Lessons 2 and
blood and nutrients to based on data gathered parts of the body; 3.
the different parts from the school or local 3. NFE. Ang
of the body health
Respiratory
workers System.
2001. pp. 3-5.

schools.
2. the prevention,
detection, and 2. infer how one’s lifestyle S9LT-lc-27 1. APEX. Biology
treatment of diseases can affect the functioning Unit 4.
affecting the of respiratory and Lessons 11 and
circulatory and circulatory systems; 12.
respiratory systems 2. NFE. Ang
Respiratory
System. 2001.
pp. 16-24.
3. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
34-35 and
3839. *

CONTENT CODE

schools.
2. Heredity: Inheritance and The learners demonstrate The learners should be 3. describe the location of S9LT-Id-28 1. BEAM II. Your
Variation an understanding of: able to: genes in chromosomes; Genetic Book of
Life.
2.1 Location of genes on 1. how genetic conduct an information 2. APEX. Unit 6.
chromosomes information is dissemination activity on Lesson 3.
2.2 Non-Mendelian inheritance organized in genes effective ways of taking 3. Science and
2.2.1 Incomplete on chromosomes care of the respiratory Technology
dominance and circulatory systems II: Biology
2.2.2 Sex-linked traits 2. the different based on data gathered Textbook.
2.2.3 Multiple alleles patterns of NISMED.
from the school or local
2.3 Multiple genes inheritance 2012. pp. 184-
health workers
185.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
184-185.

schools.
4. explain the different S9LT-Id-29 1. EASE Biology.
patterns of non-Mendelian Module 14.
inheritance ; Lesson 3.
2. Science and
Technology:
Biology
Textbook.
NISMED.
2012. pp. 179-
182.
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. PP.
179-182.

CONTENT CODE

schools.
3. Biodiversity and Evolution The learners demonstrate The learners should be 5. relate species extinction to S9LT-Ie-f- 1. EASE Science I.
an understanding of: able to: the failure of populations 30 Module 11.
3.1 Causes of Species of organisms to adapt to Lesson 6.
Extinction how changes in the make a multimedia abrupt changes in the 2. Science and
3.1.1 natural environment may affect presentation of a environment; and Technology
3.1.2 anthropogenic species extinction timeline of extinction of II: Biology
representative Textbook.
microorganisms, NISMED.
plants, and animals 2012. pp. 328-
329.
3. Science and
Technology
II: Biology
Textbook.
NISMED. 2004.
328329.
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
146-147.

CONTENT CODE

schools.
4. Ecosystems 6. differentiate basic features S9LT-lg-j31 1. BEAM

The learners demonstrate The learners should be 1. Beaker
an understanding of: able to: and importance of Learning 2. Funnel
4.1 Flow of Energy and Matter photosynthesis and Guide Biology 3. Test tube
in Ecosystems 1. the structure and design and conduct an respiration. Food for Life 4. Thermometer
function of plant parts investigation to provide 2. BEAM 5. Tripod
4.1.1 Photosynthesis and organelles involved evidence that plants can Learning 6. Alcohol lamp
4.1.2 Respiration in manufacture their own
Guide Biology 7. Wire gauze
photosynthesis food
Creating 8. Test tube rack
Energy for 9. pH paper
2. the structure and Life
function of
3. EASE Biology
mitochondrion as the
Module 4
main organelle
Photosynthesi s
involved in
4. EASE Biology
respiration
Module 5
Cellular
Respiration
5. APEX Biology
Unit 3 Life
Energy
6. Science for
Daily Use 5.
Tan, Conchita T.
2012. pp.
96-99. *
7. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp. 58-
66 and 70-72.

schools.
8. Science and
Technology
II: Biology

schools.
CONTENT CODE
Textbook.
4. Ecosystems The learners demonstrate The learners should be 6. differentiate basic features S9LT-lg-j- NISMED.
an understanding of: able to: and importance of 31 2004. pp. 58-
4.1 Flow of Energy and Matter photosynthesis and 66 and 70-72.
in Ecosystems 1. the structure and design and conduct an respiration. 9. NFE. Food
function of plant parts investigation to provide Production and
4.1.1 Photosynthesis and organelles involved evidence that plants can Utilization in
4.1.2 Respiration in manufacture their own
Plants. 2001.
photosynthesis food
pp. 425.
2. the structure and

function of
mitochondrion as the
main organelle involved
in
respiration
Grade 9 – Matter
1. Electronic Structure of Matter The learners demonstrate The learners should be able
an to:
understanding of…
1. describe how the Bohr S9MT-IIa-
the development of model of the atom 21
atomic models that led to improved Rutherford’s
the description of the atomic model

schools.
behavior of electrons
within atoms 2. explain how the Quantum S9MT-IIa-
Mechanical Model of the 22
atom describes the
energies and positions of
the electrons
CONTENT CODE

schools.
1. Chemical Bonding The learners demonstrate The learners shall be 1. explain the formation of S9MT-IIa13 1. EASE II. 1. Improvised
1.1 Ionic and Covalent Bonding an able to: ionic and covalent bonds; Chemistry covalent
understanding of… Module 14. bonding model
1.2 Metallic Bonding analyze the percentage Lesson 1. (H2, O2, N2)
1. how atoms combine composition of different 2. BEAM III. Unit 2. Improvised ionic
with other atoms by brands of two food 7. 18 bonding model
transferring or by products and decide on Demonstrate (NaCl)
sharing electrons the products’ Understandin g 3. Molecular
appropriate of the Models
2. forces that hold percentage Processes. (Inorganic/
metals together composition Bonding. organic)
Module 1. 4. VSEPR kit
March 2009.
3. EASE Science
1. Module 6.
Lesson 1.
4. Science and
Technology
III: Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp.
111-115. *
5. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp.
107-112. *

schools.
6. Science and
Technology III.
NISMED.
1997. pp.

schools.
CONTENT CODE
270-273.
1. Chemical Bonding The learners demonstrate The learners shall be 7. Science and
an able to: Technology III:
1.1 Ionic and Covalent Bonding understanding of… Chemistry
1.2 Metallic Bonding analyze the percentage Textbook.
1. how atoms combine composition of different NISMED.
with other atoms by brands of two food 2012. pp.
transferring or by products and decide on 329-333.
sharing electrons the products’
appropriate
2. recognize different types S9MT-IIb14 1. EASE Science
2. forces that hold percentage
of compounds (ionic or II. Chemistry
metals together composition covalent) based on their Module 14.
properties such as melting Lesson 1.
point, hardness, polarity, 2. Chemistry III
and electrical and thermal Textbook.
conductivity; Mapa, Amelia
P., Ph.D., et al.
2. recognize different types 2001. pp. 117-
of compounds (ionic or S9MT-IIb14 120.
covalent) based on their 3. Science and
properties such as melting Technology
point, hardness, polarity, III. NISMED.
and electrical and thermal 1997. p. 283.
conductivity;

schools.
3. explain properties of S9MT-IIcd- 1. BEAM III. Unit

metals in terms of their 15 8. 20
structure; Demonstrate
Understandin g
of Chemical
Bonds.
Metallic Link.
Module 3.
2. Chemistry III
Textbook.

CONTENT CODE
Mapa, Amelia
1. Chemical Bonding The learners demonstrate The learners shall be P., Ph.D., et al.
1.1 Ionic and Covalent Bonding an able to: 2001. pp. 113-
understanding of… 115.
1.2 Metallic Bonding analyze the percentage 3. Science and
1. how atoms combine composition of different Technology III.
with other atoms by brands of two food NISMED.
transferring or by products and decide on 1997. pp. 279-
sharing electrons the products’ 280.
appropriate 4. Science and
2. forces that hold percentage Technology
metals together composition III:
Chemistry
Textbook.
NISMED.
2012. pp.
333-33.

schools.
4. explain how ions are S9MT-IIef- 1. EASE Science I.

formed; 16 Module 6.
2. EASE Science
II. Module 14.
Lesson 1.
3. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp.
92-94. *
4. Science and
Technology III.
NISMED.
1997. pp. 277-
279.
5. Science and
Technology
III:

CONTENT CODE

schools.
Chemistry
Textbook.
NISMED.
2012. pp. 293-
294.
6. Science and
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. P.
110. *

schools.
2. The Variety of Carbon The learners demonstrate The learners shall be 5. explain how the structure S9MT-IIg- 1. EASE II.
Compounds an able to: of the carbon atom affects 17 Module 14.
understanding of… the type of bonds it forms; 2. Chemistry III
2.1 Carbon Atoms analyze the percentage Textbook.
2.2 Organic Compounds the type of bonds that composition of different Mapa, Amelia
carbon forms that result brands of two food P., Ph.D., et al.
in the diversity of carbon products and decide on 2001. pp.
compounds the products’ 343-356. *
appropriate 3. Science and
percentage Technology.
composition NISMED.
1997. pp. 334-
340.
4. Science and
Technology
III: Chemistry
Textbook for
Third Year.
Mapa, Amelia

CONTENT CODE
P., Ph.D., et al.
2. The Variety of Carbon The learners demonstrate The learners shall be 1999. pp. 349-
Compounds an able to: 353. *

schools.
understanding of…
2.1 Carbon Atoms analyze the percentage 6. recognize the general S9MT-IIh18 1. Chemistry III Improvised
2.2 Organic Compounds the type of bonds that composition of different classes and uses of Textbook. Hydrocarbons
carbon forms that result brands of two food organic compounds; Mapa, Amelia model
in the diversity of carbon products and decide on P., Ph.D., et al.
compounds the products’ 2001. pp.
appropriate 356-367. *
percentage 2. Science and
composition Technology III.
NISMED.
1997. pp. 331-
340.
3. Science and
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp. 367-
373. *
3. Mole Concept the unit, mole, that 7. use the mole concept to S9MT-IIi- 1. EASE Science Triple beam
quantitatively measures express mass of 19 II. Chemistry balance
3.1 Mass the number of very small substances; and Module 16.
3.2 Moles particles of matter Lesson 2.
3.3 Percentage Composition of a 2. OHSP.
Compound Chemistry
Module 16.
Lesson 2.
3. Science and
Technology
III:
schools.

CONTENT CODE
Chemistry
3. Mole Concept The learners demonstrate The learners shall be Textbook.
an able to: NISMED. 2012.
3.1 Mass understanding of… pp. 8491.
3.2 Moles analyze the percentage 4. Chemistry III
3.3 Percentage Composition of a the unit, mole, that composition of different Textbook.
Compound quantitatively measures brands of two food Mapa, Amelia
the number of very small products and decide on P., Ph.D., et al.
the products’ 2001. pp.
particles of matter
appropriate 174-183. *
percentage composition 5. Science and
Technology
III. NISMED.
1997. pp.
112-123.

schools.
8. determine the percentage S9MT-IIj- 1. EASE Science

composition of a 20 II. Chemistry
compound given its Module 16.
chemical formula and vice Lesson 4.
versa. 2. OHSP.
Chemistry
Module 16.
Lesson 4.
3. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp.
174-183. *
4. Science and
Technology III.
NISMED.
1997. pp. 112-
123.
5. Science and
CONTENT CODE
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp.
157-158. *

schools.
1.Volcanoes The learners demonstrate The learners shall be The learners should be able S9ES -IIIa- EASE Science I.
an understanding of: able to: to… 25 Module 12. p.
1.1 Type of volcanoes participate in 24.
1.2 Volcanic Eruption volcanoes found in the activities that reduce 1. describe the different types
1.3 Energy from volcanoes Philippines risks and lessen effects of volcanoes;
of climate change MISOSA 6.
2. differentiate between
Active and
active and inactive S9ES -IIIa27
Inactive
volcanoes;
Volcanoes.
3. explain what happens

S9ES -IIIb- 1. MISOSA 6.
when volcanoes erupt; 28 Module 29.
2. BEAM 6. Unit 5.
12 Volcanic
Erruptions.
Volcano Mania.
Module 12.
Activity 3.2.
3. Science and
Technology I:
Integrated
Science
Textbook.
CONTENT CODE
NISMED.
2012. pp.
189-191.

schools.
4. illustrate how energy from
S9ES –IIIcd- MISOSA 6.
volcanoes may be tapped
29 Module 30. p.
for human use;
8.
2.Climate The learners demonstrate The learners shall be 5. explain how different S9ES-IIIe- 1. BEAM 6. Unit 5. Thermocline
an understanding of: able to: factors affect the climate 30 Module 13.
2.1 Factors that affect climate of an area; 2. Science and
2.2 Global climate phenomenon factors that affect climate, participate in activities Technology I:
and the effects of that reduce risks and Integrated
changing climate and how lessen effects of climate Science
to adapt accordingly change Textbook.
NISMED.
2012. pp. 275-
282.
3. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 185-202.
*
6. describe certain climatic S9ES-IIIf- 1. BEAM 6. Unit

phenomena that occur on 31 5. Module
a global level; 13.
2. Science and
Technology I:
CONTENT CODE
schools.
Integrated
Science
Textbook.
NISMED.
2012. pp.
300-301.
3. Constellations The learners demonstrate The learners shall be 7. infer the characteristics of S9ES-IIIg- 1. BEAM 5. Unit 7. Celestial globe
3.1 Characteristics of stars an understanding of: able to: stars based on the 32 20 The Sun.
3.2 Arrangement of stars in a characteristics of the Sun; 2. EASE Science I.
group the relationship between discuss whether or not Module 18.
3.3 Changing position of the visible constellations popular beliefs and 3. Science and
constellations during the night in the sky and Earth’s practices with regard to Technology I:
and at different times of the position along its orbit constellations and Integrated
year astrology have Science
3.4 Beliefs and practices about scientific basis Textbook.
constellations and astrology Villamil, Aurora
M., Ed.D. 1998.
pp. 268-270. *
8. infer that the arrangement S9ES-IIIh- 1. EASE Science I.

of stars in a group 33 Module 18.
(constellation) does not 2. Science and
change; Technology I:
Integrated
Science
Textbook.
Villamil,
Aurora M.,
Ed.D. 1998. p.
272. *

schools.

CONTENT CODE
3. Constellations The learners demonstrate The learners shall be 9. observe that the position of S9ES-IIIi- EASE Science I.
3.1 Characteristics of stars an understanding of: able to: a constellation changes 34 Module 18.
3.2 Arrangement of stars in a in the course of a night;
group the relationship between discuss whether or not and
3.3 Changing position of the visible constellations popular beliefs and
constellations during the night in the sky and Earth’s practices with regard to
and at different times of the position along its orbit constellations and
10. show which constellations S9ES-IIIj- EASE Science I. Celestial globe
year astrology have
may be observed at 35 Module 18.
3.4 Beliefs and practices about scientific basis
different times of the year
constellations and astrology
using models.
Grade 9 – Force, Motion, and Energy


schools.
Motion in Two Dimensions The learners demonstrate The learners shall be The learners should be able S9FE-IVa- 1. OHSP
an understanding of: able to: to… 34 Integrated
1. Projectile Motion Science.
1.2.Impulse, Momentum and projectile motion, impulse propose ways to 1. describe the horizontal and Quarter 2.
Impulse and enhance sports related vertical motions of a Module 3.
1.3.Conservation of Linear momentum, and to projectile motion projectile; pp. 4-5.
Momentum conservation of linear 2. EASE Physics.
momentum Module 9.
Lesson 3.
3. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
93-109. *

CONTENT CODE

schools.
Motion in Two Dimensions The learners demonstrate The learners shall be

2. investigate the relationship S9FE-IVa- 1. EASE
an understanding of: able to: between the angle of 35 Physics.
1. Projectile Motion release and the height and Module 9.
1.2.Impulse, Momentum and projectile motion, impulse propose ways to enhance range of the projectile; Lesson 3.
Impulse and sports related 2. Science and
1.3.Conservation of Linear momentum, and to projectile motion Technology
Momentum conservation of linear IV: Physics
momentum Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
93-109. *
Science and
3. relate impulse and S9FE-IVb36 Technology IV:
momentum to collision of Physics
objects (e.g., vehicular Textbook.
collision); NISMED. 2012.
pp. 298-301.

schools.
4. infer that the total S9FE-IVb37 1. BEAM IV. NSTIC SciKit Basic
momentum before and Unit 5. 12 and Mechanics:
after collision is equal; Force and Cart-Rail
Motion. System;
Energy in Cylindrical
Transportati Masses;
on. August
Meter Stick
2008.
2. Science
and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.

CONTENT CODE
112-114. *
Motion in Two Dimensions The learners demonstrate The learners shall be 4. infer that the total S9FE-IVb37 3. Science and
an understanding of: able to: momentum before and Technology
1. Projectile Motion after collision is equal; IV: Physics
1.2.Impulse, Momentum and projectile motion, impulse propose ways to enhance Textbook.
Impulse and sports related NISMED.
1.3.Conservation of Linear momentum, and to projectile motion 2012. pp. 301-
Momentum conservation of linear 303 and 306.
momentum Science and
5. examine effects and predict S9FE-IVc38 Technology IV:
causes of collisionrelated Physics Textbook.
damages/injuries; NISMED. p.
298.
schools.
2. Work Power and Energy The learners demonstrate The learners shall be 6. explain energy S9FE-IVc39 1. EASE
an understanding of: able to: transformation in various Science I.
2.1 Changes in form of mechanical activities/events (e.g., Module 8. p.
energy conservation of create a device that waterfalls, archery, 18.
2.2 Conservation of energy mechanical energy shows conservation of amusement rides); 2. BEAM 5.
mechanical energy Unit 5. 11.
Electric
Circuits. DLP
35.
3. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
170-171. *
4. Science and
Technology
I: Integrated

CONTENT CODE
Science
2. Work Power and Energy The learners demonstrate The learners shall be S9FE-IVc39 Textbook.
an understanding of: able to: NISMED.
2.1 Changes in form of mechanical 2012. pp.
energy conservation of create a device that 116-119.
2.2 Conservation of energy mechanical energy shows conservation of
mechanical energy

schools.
7. perform activities to S9FE-IVd40 1. BEAM IV. Unit NSTIC SciKit:
demonstrate conservation 5. 11 Basic and
of Force, Mechanics:
mechanical energy; Power, Work Stand base,
and Energy. Stand support,
August 2009. Stand rods,
2. EASE Lever beam;
Physics. Pulleys;
Module 11. Cart-Rail
pp. 18-22. System;
3. OHSP Hooked Masses;
Modules. Meter Stick;
Module 11.
Spring Balances
pp. 18-22.
4. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
179-181. *
5. Science and
Technology
I:
Integrated
Science
Textbook.

CONTENT CODE

schools.
NISMED.
2. Work Power and Energy The learners demonstrate The learners shall be 7. perform activities to S9FE-IVd- 2012. pp.
an understanding of: able to: demonstrate conservation 40 119-121.
6.
2.1 Changes in form of of mechanical energy; Science and
mechanical energy conservation of create a device that Technology
2.2 Conservation of energy mechanical energy shows conservation of IV: Physics
mechanical energy Textbook.
NISMED.
2012. pp.
314-316.
1.
8. infer that the total S9FE-IVe41 EASE
mechanical energy Physics.
remains the same during Module 11.
any process; Lesson 2.
2. OHSP
Modules.
Module 11,
Lesson 2.
3. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. p.
177. *

schools.
4. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
CONTENT CODE
121-122.
2. Work Power and Energy The learners demonstrate The learners shall be 8. infer that the total S9FE-IVe- 5. Science and
an understanding of: able to: mechanical energy 41 Technology
2.1 Changes in form of mechanical remains the same during IV: Physics
energy conservation of create a device that any process; Textbook.
2.2 Conservation of energy mechanical energy shows conservation of NISMED.
mechanical energy 2012. p.
315.
3. Heat, Work, and Efficiency the relationship among analyze how power 9. construct a model to S9FE-IVe42 Science and
heat, work, and efficiency plants generate and demonstrate that heat can Technology IV:
transmit electrical do work; Physics Textbook
energy for Fourth Year.
Rabago, Lilia M.,
Ph. D., et al.
2001. pp. 187-
188. *

schools.
10. infer that heat transfer S9FE-IVf- Science and

can be used to do work, 43 Technology IV:
and that work involves the Physics Textbook
release of heat; for Fourth Year.
Rabago, Lilia M.,
Ph. D., et al.
2001. pp. 187-
188. *
S9FE-IVf- 1. OHSP.
44 Module 11.
11. explain why machines are
2. EASE Physics.
never 100-percent
Module 11.
efficient;

CONTENT CODE

schools.
3. Heat, Work, and Efficiency The learners demonstrate The learners shall be 12. explain how heat transfer S9FE-IVg- 1. Science and
an understanding of: able to: and energy transformation 45 Technology
make heat engines like IV: Physics
the relationship among analyze how power geothermal plants work; Textbook for
heat, work, and plants generate and and Fourth Year.
efficiency transmit electrical Ragabo, Lilia
energy M., Ph.D., et
al. 2001. pp.
188-191. *
2. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
325-327.

schools.
4. Electricity and magnetism The learners demonstrate 13. explain how electrical S9FE-IVhj-46 1. BEAM IV. 9 1. DC Ammeter
4.1 Power generation and energy an understanding of: energy is generated, Electrical 2. DC Voltmeter
losses transmitted, and Energy 3. Dry Cell Holder
4.2 Transmission and distribution generation, transmission, distributed. Generation. Size D ( 1set=
of electrical energy from and distribution of Electrical 4 pcs)
power plants to homes electrical energy from Energy. 4. Dry Cell Size D,
power plants 2. Science and 1.5 volts
(hydroelectric, Technology 5. Dry Cell, 9 volts
geothermal, wind, IV: Physics 6. Galvanometer
nuclear) to home Textbook for 7. Miniature Light
Fourth Year. Bulb (1 set =
Rabago, Lilia 3 pcs)
M., Ph.D., et 8. Miniature Light
al. 2001. pp. Bulb
342-343. * Base (1set =
3. Science and 3 pcs)
Technology I:
Integrated
Science.

schools.

schools.
GRADE 10

CONTENT CODE

schools.
1. Plate Tectonics The learners demonstrate The learners shall be The learners should be able S10ES – Ia- 1. OHSP
1.1 Distribution an understanding of: able to: to… j-36.1 Integrated
1.1.1 volcanoes Science.
1.1.2 earthquake the relationship among 1. demonstrate ways to 1. describe the distribution of Quarter 2.
epicenters the locations of ensure disaster active volcanoes, Module 5.
1.1.3 mountain ranges volcanoes, earthquake preparedness during earthquake epicenters, 2. EASE Science I.
1.2 Plate boundaries epicenters, and earthquakes, and major mountain belts; Module 12.
mountain ranges tsunamis, and 3. Science and
1.3 Processes and landforms along
plate boundaries volcanic eruptions Technology I:
1.4 Internal structure of the Earth Integrated
2. suggest ways by Science
1.5 Mechanism (possible causes of
movement) which he/she can Textbook.
contribute to NISMED.
1.6 Evidence of plate movement
government efforts in 2012. pp. 183-
reducing damage due 189.
to earthquakes,
4. Science and
tsunamis, and
Technology I:
volcanic eruptions
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 170-178.
*

CONTENT CODE

schools.
1. OHSP
1. Plate Tectonics The learners demonstrate The learners shall be 2. describe the different S10ES –Iaj- Integrated
1.1 Distribution an understanding of: able to: types of plate boundaries; 36.2 Science.
1.1.1 volcanoes Quarter 2.
1.1.2 earthquake the relationship among 1. demonstrate ways to Module 5.
epicenters the locations of ensure disaster Lesson 2.
1.1.3 mountain ranges volcanoes, earthquake preparedness during 2. EASE Science I.
1.2 Plate boundaries epicenters, and earthquakes, Module 12.
mountain ranges tsunamis, and Lesson 4.
1.3 Processes and landforms
along plate boundaries volcanic eruptions 3. Science and
Technology I:
1.4 Internal structure of the Earth
2. suggest ways by General
movement) which he/she can Science
contribute to Textbook for
government efforts First Year.
in reducing damage Rabago, Lillia
due to earthquakes, M., Ph.D., et al.
tsunamis, and 1997. p.
volcanic eruptions 183. *
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 180-
182.
5. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora

schools.
M., Ed.D. 1998.
pp. 173-174. *

schools.
CONTENT CODE
1. OHSP
1. Plate Tectonics The learners demonstrate The learners shall be 3. explain the different S10ES –Iaj- Integrated
1.1 Distribution an understanding of: able to: processes that occur 36.3 Science.
1.1.1 volcanoes along the plate Quarter 2.
1.1.2 earthquake the relationship among 1. demonstrate ways to boundaries; Module 5.
epicenters the locations of ensure disaster Lesson 2.
1.1.3 mountain ranges volcanoes, earthquake preparedness during 2. EASE Science I.
1.2 Plate boundaries epicenters, and earthquakes, Module 12.
mountain ranges tsunamis, and Lesson 4.
along plate boundaries volcanic eruptions 3. Science and
Technology I:
1.4 Internal structure of the Earth
2. suggest ways by Integrated
which he/she can Science
movement)
contribute to Textbook.
government efforts NISMED.
in reducing damage 2012. pp.
180-182.

schools.
due to earthquakes,
tsunamis, and 4. describe the internal S10ES –Iaj- 1. EASE Science I.
volcanic eruptions structure of the Earth; 36.4 Module 12.
Lesson 1.
2. BEAM 6. Unit
5. 10 The
Structure of
Earth’s
Interior. 2008.
3. MISOSA 6.
Module 25.
4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M,

CONTENT CODE

schools.
Ed.D. 1998.
1. Plate Tectonics The learners demonstrate The learners shall be 4. describe the internal S10ES –Iaj- pp. 157-159.
1.1 Distribution an understanding of: able to: structure of the Earth; 36.4 5. Science and
1.1.1 volcanoes Technology I:
1.1.2 earthquake the relationship among 1. demonstrate ways to Integrated
epicenters the locations of ensure disaster Science
1.1.3 mountain ranges volcanoes, earthquake preparedness during Textbook.
1.2 Plate boundaries epicenters, and earthquakes, NISMED.
mountain ranges tsunamis, and 2012. pp. 175-
along plate boundaries volcanic eruptions 176.
1.4 Internal structure of the Earth 6. Science and
1.5 Mechanism (possible causes of 2. suggest ways by Technology I:
movement) which he/she can General
contribute to Science
government efforts Textbook for
in reducing damage First Year.
due to earthquakes,
Rabago, Lilia
tsunamis, and
M, Ph.D., et al.
volcanic eruptions 1997. pp.
180-182. *

schools.
5. describe the possible S10ES –Iaj- 1. EASE Science

causes of plate 36.5 I. Module 12.
movement; and Lesson 4.
2. OHSP
Integrated
Science.
Quarter 2.
Module 5.
Lesson 2.
3. MISOSA 6.
Module 26.
4. Science and
Technology
I: Integrated
Science

CONTENT CODE

schools.
Textbook for
1. Plate Tectonics The learners demonstrate The learners shall be 5. describe the possible S10ES –Iaj- First Year.
1.1 Distribution an understanding of: able to: causes of plate movement; 36.5 Villamil,
1.1.1 volcanoes and Aurora M.,
1.1.2 earthquake the relationship among 1. demonstrate ways to Ed.D. 1998
epicenters the locations of ensure disaster pp. 170-174.
1.1.3 mountain ranges volcanoes, earthquake preparedness during *
1.2 Plate boundaries epicenters, and earthquakes, 5. Science and
mountain ranges tsunamis, and Technology
along plate boundaries volcanic eruptions I: Integrated
1.4 Internal structure of the Earth Science
1.5 Mechanism (possible causes of 2. suggest ways by Textbook.
movement) which he/she can NISMED.
contribute to 2012. pp. 181-
government efforts 182.
in reducing damage
6. Science and
due to earthquakes,
Technology
tsunamis, and
I: General
volcanic eruptions
Science
Textbook for
First Year.
Rabago, Lilia
M, Ph.D., et
al. 1997.
pp.185-190. *

schools.
6. enumerate the lines of S9ES –Ia-j- 1. OHSP

evidence that support 36.6 Integrated
plate movement Science.
Quarter 2.
Module 5.
Lesson 1.
2. Science and
Technology I:
Integrated
Science

CONTENT CODE

schools.
Textbook for
1. Plate Tectonics The learners demonstrate The learners shall be 7. enumerate the lines of S9ES –Ia-j- First Year.
1.1 Distribution an understanding of: able to: evidence that support 36.6 Villamil, Aurora
1.1.1 volcanoes plate movement M., Ed.D. 1998.
1.1.2 earthquake the relationship among 1. demonstrate ways to pp. 172-174.
epicenters the locations of ensure disaster *
1.1.3 mountain ranges volcanoes, earthquake preparedness during 3. Science and
1.2 Plate boundaries epicenters, and earthquakes, Technology I:
mountain ranges tsunamis, and General
along plate boundaries volcanic eruptions Science
1.4 Internal structure of the Earth Textbook for
2. suggest ways by First Year.
movement) which he/she can Rabago, Lilia
contribute to M., Ph.D., et al.
government efforts 1997. p. 188. *
in reducing damage
due to earthquakes,
tsunamis, and
volcanic eruptions
Grade 10 – Force, Motion and, Energy

1. Electromagnetic Spectrum The learners demonstrate The learners should be S10FE-IIab- 1. BEAM IV. Unit
an understanding of: able to… 47 6. 16 Radio
Communicatio
the different regions of 1. compare the relative ns. 1 Our World
the electromagnetic wavelengths of different of Waves.
spectrum forms of electromagnetic Electromagneti
waves; c Waves and
Communicatio
n. October
2008. pp. 2539.

schools.

CONTENT CODE
2. EASE Physics.
1. Electromagnetic Spectrum The learners demonstrate 1. compare the relative S10FE-IIab- Module 17.
an understanding of: wavelengths of different 47 Lesson 1.
forms of electromagnetic 3. Science and
the different regions of waves; Technology
the electromagnetic IV: Physics
spectrum Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp.
267-271. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 393394.

schools.
2. cite examples of practical S10FE-IIcd- 1. BEAM IV. Unit

applications of the 48 6. 16 Radio
different regions of EM Communicatio
waves, such as the use of ns. 1 Our World
radio waves in of Waves.
telecommunications; Electromagnet
ic Wave and
Communicatio
n. October
2008. pp. 2539.
2. EASE Physics.
Module 17.
Lesson 2.
3. Science and

CONTENT CODE

schools.
Technology
1. Electromagnetic Spectrum The learners demonstrate 2. cite examples of practical IV: Physics
an understanding of: applications of the Textbook for
S10FE-IIcd-
different regions of EM Fourth Year.
48
the different regions of waves, such as the use Rabago, Lilia
the electromagnetic of radio waves in M., Ph.D., et al.
spectrum telecommunications; 2001. pp.
271-284. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 394405.
3. explain the effects of EM S10FE-IIef- 1. EASE Physics.

radiation on living things 49 Module 5.
and the environment; 2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp. 268-
271. *

schools.
2. Light the images formed by the 4. predict the qualitative S10FE-IIg50 1. EASE Physics. 1. Basics Lens
different types of characteristics Module 3. Set
2.1 Reflection of Light in Mirrors mirrors and lenses (orientation, type, and Lessons 3 and 2. Mirror Set
2.2 Refraction of Light in Lenses magnification) of images 4. 3. Student Optical
formed by plane and 2. BEAM IV. Unit Bench
curved 2. 2 Optical Set
mirrors and lenses; Instruments.
Bouncing
Light. August

CONTENT CODE
2009.
2. Light The learners demonstrate 4. predict the qualitative S10FE-IIg- 3. Science and
an understanding of: characteristics 50 Technology
2.1 Reflection of Light in Mirrors (orientation, type, and IV: Physics
2.2 Refraction of Light in Lenses the images formed by the magnification) of images Textbook for
different types of formed by plane and Fourth Year.
mirrors and lenses curved mirrors and Rabago, Lilia
lenses; M., Ph.D., et al.
2001. pp.
238-240. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 3846.

schools.
5. apply ray diagramming S10FE-IIg51 1. BEAM IV.

techniques in describing Unit
the characteristics and 2. 2 Optical
positions of images Instruments.
formed by lenses; Bouncing Light.
August 2009.
2. EASE Physics.
Module 4.
Lesson 2.
3. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp. 246-
248. *

CONTENT CODE
2. Light The learners demonstrate 5. apply ray diagramming S10FE-IIg- 4. Science and
an understanding of: techniques in describing 51 Technology IV:
2.1 Reflection of Light in Mirrors the characteristics and Physics
2.2 Refraction of Light in Lenses the images formed by the positions of images Textbook.
different types of formed by lenses; NISMED. 2012.
mirrors and lenses pp. 6265.

schools.
6. identify ways in which S10FE-IIh- 1. EASE Physics.

the properties of mirrors 52 Module 4.
and lenses determine Lesson 2.
their use in optical 2. Science and
instruments (e.g., Technology
cameras and binoculars); IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp.
246-254. *
3. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 7379.
3. Electricity and Magnetism the relationship between 7. demonstrate the S10FE-IIi- 1. BEAM IV. Unit 1. DC Ammeter
electricity and magnetism generation of electricity 53 4. 9 Electrical 2. DC Voltmeter
3.1 Electromagnetic effects in electric by movement of a Energy 3. Dry Cell Size D,
motors and generators magnet through a coil; Generation. 1.5 volts
and Electrical 4. Dry Cell, 9 volts
Energy UP. 5. Dry Cell Holder
Student Size D (1 set=
Activity 4.
CONTENT CODE

schools.
September 4 pcs)
3. Electricity and Magnetism The learners demonstrate 7. demonstrate the S10FE-IIi- 2008. 6. Galvanometer
an understanding of: generation of electricity 53 2. EASE Physics. 7. Miniature Light
3.1 Electromagnetic effects by movement of a Module 8. Bulb (1 set = 3
the relationship between magnet through a coil; Activity 3.2. pcs)
electricity and magnetism and 3. Science and 8. Miniature Light
in electric Technology Bulb Base (1set
motors and generators IV: Physics = 3 pcs)
Textbook for 9. Motor
Fourth Year. Generator
Rabago, Lilia Model
M., Ph.D., et al. 10. Set of Coils
2001. pp. 11. Set of
326-328. * Connectors (1
4. Science and set = 3- red, 3-
Technology IV: black, 2- white,
Physics 2- blue)
Textbook. 12. Switches,
NISMED. Knife Type
2012. pp. 13. Variable Power
197-199. Supply, AC-
DC
8. explain the operation of a S10FE-IIj- 1. EASE Advanced

simple electric motor and 54 Physics. Electromagnetism
generator. Module 8. Kit
pp. 18-19.
2. NSTIC Science
Manual.
Physics
Activity
Sheets 413
M. pp. 39-42.
schools.

CONTENT CODE

schools.
3. BEAM IV.
3. Electricity and Magnetism The learners demonstrate 8. explain the operation of a S10FE-IIj- Unit
an understanding of: simple electric motor and 54 4. 9 Electrical
3.1 Electromagnetic effects generator. Energy
the relationship between Generation.
electricity and magnetism Electrical
in electric Energy UP.
motors and generators Student
Activities 10
and 11.
4. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp.
328-332. *
5. Science and
Technology IV:
Physics
Textbook.
NISMED.
2012. pp.
202-210.

schools.
1. Coordinated Functions of the The learners demonstrate The learners should be S10LT- 1. APEX Biology. Human torso
Reproductive, Endocrine, an understanding of: able to… IIIa-33 Unit 5. model
and Nervous Systems Lesson 5.
1. organisms as having 1. describe the parts of the 2. MISOSA 5.
feedback mechanisms, reproductive system and Module 1.
which their functions; 3. MISOSA 5.
Module 2.
CONTENT CODE

schools.
are coordinated by the 4. BEAM 5. Unit
nervous and 2. explain the role of S10LT- 1. 1 The
endocrine systems hormones involved in the IIIb-34 Human
female and male Reproductive
2. how these feedback reproductive systems; System. DLP
mechanisms help the 1.
organism maintain 5. EASE Biology.
homeostasis to
6. Module 13.
reproduce and survive
Lessons 1 and
2.
7. BEAM 5. Unit
1. 1 The
Human
Reproductive
System.
Human
Reproductive
System. March
2008.
pp. 17-22.
8. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
2-5. *
9. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp. 157-
158.
10. Science and
Technology
schools.
II: Biology
Textbook.
NISMED.

schools.
CONTENT CODE
2004. pp. 157-
1. Coordinated Functions of the The learners demonstrate 2. explain the role of S10LTIIIb- 158.
Reproductive, Endocrine, an understanding of: hormones involved in 34 11. NFE. Ang
and Nervous Systems the female and male Reprodutive
1. organisms as having reproductive systems; System. 2001.
feedback mechanisms, pp. 710.

schools.
which are coordinated
by the nervous and 11. NFE. Ang
endocrine systems Reproductive
System.
2. how these feedback 2001. pp. 7-
mechanisms help the 10
organism maintain 12. EASE
homeostasis to Biology.
reproduce and
Module 13.
survive Lesson 1.
13. BEAM 5. Unit
1. 1 The
Human
Reproductive
System.
Human
Reproductive
System.
March 2008.
pp. 28-32. 14.
APEX
Biology. Unit
5. pp. 58-61.
15. EASE
Biology.
Module 9. p.
29.
16. Science and
Tehnology

CONTENT CODE

schools.
II: Biology
1. Coordinated Functions of the The learners demonstrate 2. explain the role of Textbook.
Reproductive, Endocrine, an understanding of: hormones involved in the NISMED.
and Nervous Systems female and male 2012. pp. 158-
1. organisms as having reproductive systems; 159.
feedback mechanisms, 17. Science and
which are coordinated Technology
by the nervous and II: Biology
endocrine systems Textbook.
NISMED.
2. how these feedback 2004. pp. 158-
mechanisms help the 159.
organism maintain 18. NFE. Ang
homeostasis to Reproductive
reproduce and System. 2001.
survive pp. 8 and 10.
3. describe the feedback S10LT- 1. APEX

mechanisms involved in IIIc-35 Biology. Unit
regulating processes in 5. pp. 60-61.
the female reproductive 2. BEAM 5. Unit
system (e.g., menstrual 1. 1 The
cycle); Human
Reproductive
System. DLP
4.
3. EASE
Biology.
Module 13.
pp. 7-10.
4. Science for
Daily Use 5.
Tan,
schools.
Conchita.
2012. pp.

CONTENT CODE
5. 15-17. *
1. Coordinated Functions of the The learners NFE. Ang
Reproductive, Endocrine, demonstrate an Reproductive
and Nervous Systems understanding of: System.
2001. pp.
11-12.

schools.
1. organisms as having 1.
feedback 4. describe how the S10LT- BEAM 6.
mechanisms, which nervous system IIIc-36 Unit 1. 2
are coordinated by coordinates and The Nervous
the nervous and regulates these System.
endocrine systems feedback mechanisms Module 1.
to maintain September
2.
2. how these feedback homeostasis; 2008.
mechanisms help the Science and
organism maintain Technology
homeostasis to
II: Biology
reproduce and
Textbook.
survive
NISMED.
2004. pp.
114-117.
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
114-117.
4. NFE. The
Nervous
System.
2001. pp. 36.

CONTENT CODE

schools.
1.
2. Heredity: Inheritance and The learners 5. explain how protein is S10LTIIId- APEX. Unit 6.
Variation demonstrate an made using information 37 pp. 88-
understanding of: from DNA; 2. 89.
EASE
1. the information Biology.
stored in DNA as Module 14. p.
being used 3.
24.
to make proteins Sience and
Technology
2. how changes in a II: Biology
DNA molecule may Textbook.
cause changes in its NISMED.
product 4. 2012. pp.
184-186.
3. mutations that occur Science and
in sex cells as being Technology
heritable II: Biology
Textbook.
NISMED.
2004. pp.
184-186.
1.
6. explain how mutations S10LTIIIe- APEX. Unit 6.
may cause changes in 38 2. p. 88.
the structure and EASE
function of a protein; Biology.
Module 15.
pp. 14-15.

schools.
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. p.
195.
4. Science and
CONTENT CODE
Technology
II: Biology
Textbook.
NISMED.
2004. p.
195.

schools.
3. Biodiversity and Evolution The learners demonstrate The learners shall be 7. explain how fossil S10LTIIIf- 1. APEX. Unit 7. Compound
an understanding of: able to: records, comparative 39 Lesson 3. microscope
anatomy, and genetic 2. EASE
how evolution through write an essay on the information provide Biology.
natural selection can importance of evidence for evolution; Module 15.
adaptation as a Lesson 2.
result in biodiversity
mechanism for the 3. Science and
survival of a species Technology
II: Biology
Textbook.
NISMED.
2012. pp. 210-
218.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 210-
218.
5. Science and
Technology
II: Biology
Teacher’s
Manual for
Second Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
140-144*.

CONTENT CODE

schools.
3. Biodiversity and Evolution The learners demonstrate The learners shall be 8. explain the occurrence of S10LT- 1. APEX. Unit 7.
an understanding of: able to: evolution; IIIg-40 Lesson 2.
2. EASE
how evolution through write an essay on the Biology.
natural selection can importance of Module 15.
result in biodiversity adaptation as a 3. Science and
mechanism for the Technology
survival of a species II: Biology
Textbook.
NISMED.
2012. pp. 202-
207.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 202-
207.
5. Science and
Technology
II: Biology
Teacher’s
Manual for
Second Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
145. *

schools.
CONTENT CODE
1.
4. Ecosystems The learners The learners shall be 9. explain how species S10LTIIIh- Science and
4.1 Flow of Energy and Matter in demonstrate an able to: diversity increases the 41 Technology
Ecosystems understanding of: probability of II: Biology
4.2 Biodiversity and Stability write an essay on the adaptation and survival Textbook.
4.3 Population Growth and 1. the influence of importance of of organisms in NISMED.
Carrying Capacity biodiversity on the adaptation as a changing environments; 2. 2012. pp.
stability of mechanism for the 220-224.
ecosystems survival of a species Science and
Technology
2. an ecosystem as II: Biology
being capable of Textbook.
supporting a limited NISMED.
number of organisms 2004. pp.
220-224.
1.
10. explain the relationship S10LT- APEX
between population IIIi-42 Biology. Unit
growth and carrying 2. 5. Lesson 8.
capacity; and BEAM I. 5
Living
Things.
Module 1.
September
2006.

schools.
11. suggest ways to S10LT- 1. EASE 1.

minimize human IIIj-43 Module 13.
impact on the Lesson 4.
environment. 2. Science and
Technology
I: General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
271. *
CONTENT CODE
Grade 10 – Matter

schools.
1. Gas Laws The learners demonstrate The learners should be S10MT- 1. APEX 1. Charles Law
an able to… IVa-b-21 Chemistry. setup
1.1 Kinetic Molecular Theory understanding of… Unit 2. 2. (stand setup
1.2 Volume, pressure, and 1. investigate the Chapeter 3. assembly, ring
temperature relationship how gases behave based relationship between: Lessons 5, 6 with stem, wire
1.3 Ideal gas law on the motion and 1.1 volume and pressure and 8. gauze, alcohol
relative distances at constant 2. EASE Science burner)
between gas particles temperature of a II. Module 9. 3. Erlenmeyer flask,
gas; 3. Chemistry III balloon
1.2 volume and Textbook.
temperature at Mapa, Amelia
constant pressure of P., Ph.D., et al.
a gas; 2001. pp.
1.3 explains these 244-253. *
relationships using 4. Science and
the kinetic Technology
molecular theory; III:
Chemistry
Textbook.
NISMED. 1997.
pp. 6881.
5. NFE. Gases:
Molecules in
Motion. 2001.
pp. 1229.

schools.
CONTENT CODE
2. Biomolecules The learners demonstrate 2. recognize the major S10MT- 1. EASE

an categories of IVc-d-22 Biology.
2.1 Elements present in understanding of… biomolecules such as Module 6.
biomolecules carbohydrates, lipids, Lesson 1.
2.2 Carbohydrates, lipids, proteins, the structure of proteins, and nucleic 2. Science and
and nucleic acids biomolecules, which are acids;
Technology
2.2.1 Food Labels made up mostly of a III:
limited number of Chemistry
elements, such as carbon, Textbook.
hydrogen,
NISMED.
oxygen, and nitrogen
1997. pp. 363-
391.
3. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp.
373-385. *
4. Science and
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp.
378-392. *

schools.

CONTENT CODE

schools.
3. Chemical reactions The learners demonstrate The learners shall be 3. apply the principles of S10MT- 1. OHSP. 1. Spatula
an able to: conservation of mass to IVe-g-23 Chemistry 2. Triple beam
understanding of… chemical reactions; and Module 13. balance
using any form of Lesson 1.
the chemical reactions media, present 2. EASE
associated with biological chemical reactions Science II.
and industrial processes involved in biological Module 13.
affecting life and industrial processes Lesson 1.
and the environment affecting life
3. Chemistry III
and the environment Textbook.
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
142-144. *
4. Science and
Technology
III:
Chemistry
Textbook.
NISMED.
1997. pp. 94-
95.
5. Science and
Technology
III:
Chemistry
Textbook.
NISMED.
2012. pp. 78-
81.
6. Science and

schools.
Technology
III:
Chemistry
Textbook for

schools.

schools.
GLOSSARY
Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years.
Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System.
Earthquake The result of a sudden release of energy in the Earth’s crust that creates seismic waves.
A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air, water and mineral
Ecosystem
soil), interacting as a system.
Electricity In physics, it is one of the basic quantitative properties describing a physical system or an object’s state
Energy The set of physical phenomena associated with the presence and flow of electric charge.
Environment Surroundings.
Force The exertion of physical strength.
The force which opposes the movement of one surface sliding or rolling over another with which it is in contact; the act of rubbing the
Friction
surface of the body.
One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated from one
Gas
another.
Gravity A natural phenomenon by which all physical bodies attract each other.
Heat The condition of being hot; the energy of a material body associated with the random motions of a constituent particles.
Light An electromagnetic radiation that is visible to the human eye.
One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume but no fixed
Liquid
shape.
Living Things Anything that has life; all objects that have self-sustaining processes.
Magnetism A group of physical phenomenon associated with the interaction of a magnetic field with matter.

schools.
Matter Anything that has space and mass.
Motion A push or a pull; any movement or change in position.
Natural event An event pertaining to, existing in or produced by nature.
Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other objects that orbit the
Solar system
Sun.
GLOSSARY
Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of matter.
Solid
Sound The sensation experienced when the brain interprets vibration within the structure of the ear caused by rapid variations of air pressure.
Space The distance between two points or objects.
Volcanic eruption A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas and ashes.
Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.

schools.
CODE BOOK LEGEND
LEGEN D SAMPLE
Learning Area and

Strand/ Subject or Science
Specialization
First Entry S8
Grade Level Grade 8
Domain/Content/
Uppercase Letter/s Earth and Space ES
Component/ Topic

schools.
-
Roman Numeral
Quarter Second Quarter II DOMAIN/ COMPONENT CODE
*Zero if no specific quarter
Lowercase Letter/s
*Put a hyphen (-) in between Week Week Four d Living things and their Environment LT
letters to indicate more than a
specific week
Force, Motion and Energy FE
-
Infer why the Philippines

Arabic Number Competency 19 Earth and Space ES
is prone to typhoons
Sample: S8ES-IId-19
Matter MT

schools.
REFERENCES
“Hongkong Curriculum Framework.” Accessed May 11, 2007. http://cd1.edb.hkedcity.net/cd/EN/Content_2908/e00/summary.pdf
American Association for the Advancement of Science (AAAS). Designs for Science Literacy: Project 2061. New York: Oxford University Press, 2000.
Australian Curriculum, Assessment and Reporting Authority. “ACARA’s Response to the Consultation Feedback on the K-10 Australian Curriculum. Australia: ACARA, 2010.
Department of Education, 2002 Basic Education Curriculum : Handbook in Science and Health (Elementary Level ), (Pasig City : Department of Education, 2002)
Department of Education, 2002 Basic Education Curriculum, Department of Education, (Pasig City: Department of Education, 2002).
Department of Education, Curricular Reforms on Education, (Pasig City: Department of Education, 2012)
Department of Education, New Elementary School Curriculum (NESC): Program for Decentralized Education Development, (Manila: Department of Education, 1982).

schools.
Ministry of Education and Training. “The Ontario Curriculum Grades 1-8: Science and Technology.” Accessed August 7, 2009.
http://www.edu.gov.on.ca/eng/curriculum/elementary/sciencetec18.pdf
Ministry of Education, Wellington. “The New Zealand Curriculum Framework.” Accessed May 25, 2007. http://www.tki.org.nz/r/governance/nzcf/NZcurriculum_e.php
Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy. Trends in International Mathematics and Science. (Chestnut Hill : TIMMS Publication, 2009).
Science Education Institute-Department of Science and Technology (SEI-DOST) and University of the Philippines National Institute for Science and Mathematics Education
Development (UPNISMED). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UPNISMED, 2011.
SciMathMN. “Minnesota K-12 Framework for Science.” Accessed June 16, 2009. http://ww.scimathmn.org/frameworks_science.htm
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Lower Secondary, Normal (Technical). Singapore: Ministry of Education,
2008.
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Primary. Singapore: Ministry of Education, 2008.
The Curriculum Development Council. “Hongkong Science Education Curriculum Guide.” Hongkong: The Curriculum Development Council, 2002.
National Institute for Science and Mathematics Education University of the Philippines and Department of Education. Proposed Science Curriculum Framework for Basic
Education. December 2008.
Western Australian Curriculum Council. “The Western Australian Curriculum Framework 1998.” Accessed May 20, 2007.
http://www.curriculum.wa.edu.au/files/pdf/science.pdf

schools.

Science CG

Uploaded by

Copyright:

Available Formats

Science CG

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Science CG

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

K to 12 Science Curriculum Guide August 2016 Page 2 of 330

K to 12 Science Curriculum Guide August 2016 Page 3 of 330

K to 12 Science Curriculum Guide August 2016 Page 4 of 330

K–3 4–6 7–10 11-12

K to 12 Science Curriculum Guide August 2016 Page 5 of 330

GRADE/LEVEL Grade-Level Standards

K to 12 Science Curriculum Guide August 2016 Page 6 of 330

K to 12 Science Curriculum Guide August 2016 Page 7 of 330

K to 12 BASIC EDUCATION CURRICULUM

GRADE/LEVEL Grade-Level Standards

K to 12 Science Curriculum Guide August 2016 Page 8 of 330

K to 12 Science Curriculum Guide August 2016 Page 9 of 330

GRADE/LEVEL Grade-Level Standards

SEQUENCE OF DOMAIN/STRANDS PER QUARTER

K to 12 Science Curriculum Guide August 2016 Page 10 of 330

Grade 3 Grade 4 Grade 5 Grade 6

K to 12 Science Curriculum Guide August 2016 Page 11 of 330

K to 12 Science Curriculum Guide August 2016 Page 12 of 330

PROPERTIES AND STRUCTURE OF MATTER

K to 12 Science Curriculum Guide August 2016 Page 13 of 330

LIVING THINGS AND THEIR ENVIRONMENT

Grade 3 Grade 4 Grade 5 Grade 6

K to 12 Science Curriculum Guide August 2016 Page 14 of 330

Grade 7 Grade 8 Grade 9 Grade 10

PARTS AND FUNCTION: ANIMAL AND PLANTS

K to 12 Science Curriculum Guide August 2016 Page 15 of 330

They also learn that dissolved wastes

K to 12 Science Curriculum Guide August 2016 Page 16 of 330

Grade 7 Grade 8 Grade 9 Grade 10

FORCE, MOTION AND ENERGY

Grade 3 Grade 4 Grade 5 Grade 6

K to 12 Science Curriculum Guide August 2016 Page 17 of 330

They learn how biodiversity influences the stability of ecosystems.

K to 12 Science Curriculum Guide August 2016 Page 18 of 330

Grade 3 Grade 4 Grade 5 Grade 6

Grade 7 Grade 8 Grade 9 Grade 10

K to 12 Science Curriculum Guide August 2016 Page 21 of 330

PERFORMANCE LEARNING COMPETENCY LEARNING SCIENCE

K to 12 Science Curriculum Guide August 2016 Page 22 of 330

K to 12 Science Curriculum Guide August 2016 Page 23 of 330

K to 12 Science Curriculum Guide August 2016 Page 24 of 330

K to 12 Science Curriculum Guide August 2016 Page 25 of 330

K to 12 Science Curriculum Guide August 2016 Page 26 of 330

K to 12 Science Curriculum Guide August 2016 Page 27 of 330

K to 12 Science Curriculum Guide August 2016 Page 28 of 330

K to 12 Science Curriculum Guide August 2016 Page 29 of 330

K to 12 Science Curriculum Guide August 2016 Page 30 of 330

3. describe ways on the S3MT-Ie-g-3 1. Science and Health 3

PERFORMANCE LEARNING COMPETENCY LEARNING SCIENCE

K to 12 Science Curriculum Guide August 2016 Page 31 of 330

Grade 3 – Living Things and Their Environment SECOND

K to 12 Science Curriculum Guide August 2016 Page 32 of 330

K to 12 Science Curriculum Guide August 2016 Page 33 of 330

K to 12 Science Curriculum Guide August 2016 Page 34 of 330

K to 12 Science Curriculum Guide August 2016 Page 35 of 330

K to 12 Science Curriculum Guide August 2016 Page 36 of 330

PERFORMANCE LEARNING COMPETENCY LEARNING SCIENCE