CG Science

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Curriculum Guide
FOR
ENRICHED SCIENCE
Page 1 of 60
Enhanced Subjects Course Description
The enhanced science curriculum for Science , Technology and Mathematics (STEM) provides opportunities for
learners to gain scientific, mathematical and technological literacy for them to be equipped with the twenty first
century skills aside from helping them prepare for their optimal educational path in the sciences. Instructional
Enhanced Science methods will emphasize development of critical thinking and reasoning skills in addition to recognizing
relationships among phenomena and understanding science processes to master content areas in biology,
chemistry, physics and earth science. Enriching the core contents in these sciences and emphasizing investigative
experiences while utilizing mathematical, analytical data acquisition and communication skills reinforce the
concepts. The course exposes learners to engage in activities rich in context for six (6) hours per week.
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In Grade 7, learners are introduced to the levels of organization in the human body and other organisms. They learn that organisms consist of cells, most of which
are grouped into organ systems that perform specialized functions. Additional topics dealing with the study on the use of appropriate equipment and
methods especially on biological techniques, procedures and methods of gathering specimens are included as enrichment.
.
After learning how flowering and non flowering plants reproduce, Grade 7 learners are taught that asexual reproduction results in genetically identical offspring
whereas sexual reproduction gives rise to variation.
GRADE
Learners learn that the cellsLEVEL STANDARDS
in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from cells found in plants.
GRADE LEVEL STANDARDS
Learners learn that interactions occur among the different levels of organization in ecosystems. Organisms of the same kind interact with each other to form
populations; populations interact with other populations to form communities.
Students learn from activities that make them observe and discover by themselves the concepts about the solution and its components; unsaturated,
saturated, and supersaturated solutions; substances and mixtures; elements and compounds; acids and bases.
In addition, the learners are also able to recognize the uses of these various kinds of materials in their homes and in the community.
From a simple understanding of motion, learners study more scientific ways of describing (in terms of distance, speed, and acceleration) and representing (using
motion diagrams, charts, and graphs) the motion of objects in one dimension. Concepts about scalars and vectors, finding the resultant vector using
graphical method, and graphing motion shall be discussed in order to enrich the content in Physics. Such skills would develop the learners’ drafting and
mechanical engineering skills.
Learners also recognize that different forms of energy travel in different ways—light and sound travel through waves, heat travels through moving or vibrating
particles, and electrical energy travels through moving charges.
Learners will explore and locate places using a coordinate system. They will discover that our country’s location near the equator and along the Ring of Fire
influences elements of up Philippine environment (e.g., natural resources and climate). They will describe ways of utilizing earth’s resources and its impact on
the environment. They will think of ways on how to lessen pollution including planning of environmental activity or project.
Learners will explain the occurrence of atmospheric phenomena(breezes, monsoons, and ITCZ) that are commonly experienced in the country as a result of the
Philippines’ location with respect to the equator, and surrounding bodies of water and land masses.
Learners will explain the occurrence of the seasons and eclipses as a result of the motions of the Earth and the Moon. Using models, learners will explain that
because the earth revolves around the Sun, the seasons change, and because the Moon revolves around the earth, eclipses sometimes 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. Page 3 of 60
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
SPIRALLING OF CONCEPTS
Grade 7 Grade 8 Grade 9 Grade 10

PROPERTIES AND STRUCTURE OF MATTER
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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, structure learned in Grade 8, different conditions based on their
heterogeneous mixtures. In Grade the smallest of which is the atom. learners describe how atoms can knowledge of the motion of and distances
7, learners investigate properties of These particles are too small to form units called molecules. They between gas particles. Learners then
solutions that are homogeneous be seen through a microscope. also learn about ions. Further, they confirm whether their explanations are
mixtures. They learn how to express The properties of materials that explain how atoms form bonds (ionic consistent with the Kinetic Molecular
concentrations of solutions they have observed in earlier and covalent) with other atoms by Theory. They also learn the relationships
qualitatively and quantitatively. They grades can now be explained by the transfer or sharing of electrons. between volume, temperature, and
distinguish mixtures from the type of particles involved and pressure using established gas laws.
substances based on a set of the attraction between these They also learn that the forces
properties. particles. holding metals together are caused In Grade 9, learners learned that the
With the use of the periodic by the attraction between flowing bonding characteristics of carbon result in
Learners begin to do guided and table of elements, the learners electrons and the positively charged the formation of large variety of
semi-guided investigations, making predict the chemical behaviour metal ions. compounds. In Grade 10, they learn more
sure that the experiment they are of elements based on the about these compounds that include
conducting is a fair test. periodic trends of elements. Learners explain how covalent biomolecules such as carbohydrates,
bonding in carbon forms a wide lipids, proteins, and nucleic acids. Further,
variety of carbon compounds. they will recognize that the structure of
these compounds comprises repeating
Recognizing that matter consists of units that are made up of a limited number
an extremely large number of very of elements such as carbon, hydrogen,
small particles, counting these oxygen, and nitrogen.
particles is not practical. So, learners
are introduced to the unit—mole.
CHANGES THAT MATTER UNDERGO
Learners recognize that materials Learners learn that particles are Learners explain how new In Grade 9, learners described how
combine in various ways and always in motion. They can now compounds are formed in terms of particles rearrange to form new
through different processes, explain that the changes from the rearrangement of particles. They substances. In Grade 10, they learn that
contributing to the wide variety of solid to liquid, solid to gas, liquid also recognize that a wide variety of the rearrangement of particles happen
materials. Given this diversity, they to solid, and liquid to gas, involve useful compounds may arise from when substances undergo chemical
recognize the importance of a changes in the motion of and such rearrangements. reaction. They further explain that when
classification system. They become relative distances between the this rearrangement happens, the total
familiar with elements and particles, as well as the attraction number of atoms and total mass of newly
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compounds, metals and non-metals, between them. formed substances remain the same. This
and acids and bases. In addition, is the Law of Conservation of Mass.
learners recognize uses of They also recognize that the Applying this law, learners learn to balance
common elements (metals and same particles are involved when chemical equations and solve simple mole-
non-metals), compounds, acids these changes occur. In effect, no mole, mole-mass, and mass-mass
and bases. new substances are formed. problems.
Further, learners demonstrate that

homogeneous mixtures can be
separated using various techniques.

PARTS AND FUNCTION: ANIMAL AND PLANTS
In Grade 7, learners are introduced to In Grade 8, learners gain Learners study the coordinated Learners learn that organisms have
the levels of organization in the human knowledge of how the body breaks functions of the digestive, feedback mechanisms that are
body and other organisms. They learn down food into forms that can be respiratory, and circulatory coordinated by the nervous and
that organisms consist of cells, most of absorbed through the digestive systems. endocrine systems. These
which are grouped into organ systems system and transported to cells. mechanisms help the organisms
that perform specialized functions. They also learn that nutrients enter maintain homeostasis to reproduce
Additional topics dealing with the Learners learn that gases are the bloodstream and combine with and survive.
study on the use of appropriate exchanged through the respiratory oxygen taken in through the
equipment and methods especially system. This provides the oxygen respiratory system. Together, they
on biological techniques, needed by cells to release the are transported to the cells where
procedures and methods of energy stored in food. oxygen is used to release the
gathering specimens are included stored energy.
as enrichment. They also learn that dissolved
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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 Learners are introduced to the
flowering plants reproduce, Grade 7 division by mitosis and meiosis. genes and chromosomes, and the structure of the DNA molecule and its
learners are taught that asexual They understand that meiosis is an functions they perform in the function.
reproduction results in genetically early step in sexual reproduction transmission of traits from parents
identical offspring whereas sexual that leads to variation. In addition, to offspring. Additional topics are They also learn that changes that
reproduction gives rise to variation. the learners will discuss given to learners to give them a take place in sex cells are inherited
applications of traditional and deeper understanding of while changes in body cells are not
modern biotechnology with foundations and application of passed on.
regards to livelihood, food biotechnology. They will
products and health. manifest understanding of
biotechnology by making
informed decision to promote
good health, improve livelihood,
and making intelligent and moral
choices.Learners cite some
application of DNA technology
and discuss some social and
ethical issues associated with
biotechnology.
BIODIVERSITY AND EVOLUTION

Learners learn that the cells in similar Learners learn that species refers to Learners learn that most species Learners revisit the mechanisms
tissues and organs in other animals are a group of organisms that can mate that have once existed are now involved in the inheritance of traits
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similar to those in human beings but with one another to produce fertile extinct. Species become extinct and the changes that result from
differ somewhat from cells found in offspring. They learn that when they fail to adapt to changes these mechanisms. Learners
plants. biodiversity is the collective variety in the environment. explain how natural selection has
of species living in an ecosystem. produced a succession of diverse
This serves as an introduction to the new species. Variation increases the
topic on hierarchical taxonomic chance of living things to survive in a
system. changing environment. In addition,
the learners will discuss ethical
concerns about new technologies
that are being used to detect and
treat human conditions, diseases
and syndromes. Learners analyze
current event reports, ethical
situations and discussions.
ECOSYSTEMS
Learners learn that interactions occur Learners learn how energy is Learners learn how plants capture Learners investigate the impact of
among the different levels of transformed and how materials are energy from the Sun and store human activities and other organisms
organization in ecosystems. Organisms cycled in ecosystems. energy in sugar molecules on ecosystems.
of the same kind interact with each (photosynthesis). This stored energy
other to form populations; populations is used by cells during cellular They learn how biodiversity
interact with other populations to form respiration. These two processes influences the stability of ecosystems.
communities. are related to each other.

FORCE AND MOTION
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From a simple understanding of To deepen their understanding of motion, From learning the basics of forces in
Learners study the concept of
learners use the Law of Conservation of Grade 8, learners extend their
motion, learners study more force and its relationship to
Momentum to further explain the motion of understanding of forces by describing
scientific ways of describing (in motion. They use Newton‘s
how balanced and unbalanced
Laws of Motion to explain objects.
terms of distance, speed, and forces, either by solids or liquids,
acceleration) and representing why objects move (or do not From motion in one dimension in the affect the movement, balance, and
(using motion diagrams, charts, move) the way they do (as previous grades, they learn at this level about stability of objects. Learners
described in Grade 7). They motion in two dimensions using projectile
and graphs) the motion of objects become familiar with the factors
also realize that if force is motion as an example.
in one dimension. Concepts affecting equilibrium, balance, and
applied on a body, work can
about scalars and vectors, stability.
be done and may cause a
finding the resultant vector change in the energy of the
using graphical method, and body. As an enrichment,
graphing motion shall be concepts of free body
discussed in order to enrich the diagrams shall be
content in Physics. Such skills incorporated in the
would develop the learners’ discussion on balanced
drafting and mechanical and unbalanced forces.
engineering skills. This would develop the
learners’ analytical skills
and other engineering
skills.
Understanding the
concepts of Work, Energy,
and Power are also
necessary.
ENERGY
This time learners recognize that
Learners explain how conservation of Learners acquire more knowledge
different forms of energy travel in
Learners realize that mechanical energy is applied in some about the properties of light as
different ways—light and sound travel
transferred energy may structures, such as roller coasters, and in applied in optical instruments.
through waves, heat travels through
cause changes in the natural environments like waterfalls. They Learners also use the concept of
moving or vibrating particles, and
properties of the object. They further describe the transformation of energy moving charges and magnetic fields
electrical energy travels through
relate the observable that takes place in hydroelectric power plants. in explaining the principle behind
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moving charges. changes in temperature,
Learners also learn about the relationship generators and motors.
In Grade 5, they learned about the amount of current, and speed
between heat and work, and apply this
different modes of heat transfer. This of sound to the changes in
concept to explain how geothermal power Learners understand the
time, they explain these modes in energy of the particles.
plants operate. properties, effects and application
terms of the movement of particles.
of electromagnetic waves and
After they have learned how electricity is
nuclear radiation. By studying
To further enrich the concepts generated in power plants, learners further
nuclear radiation, learners
on Electricity, schematic develop their understanding of transmission
compare the types and properties
diagraming of electrical of electricity from power stations to homes.
of alpha, beta and gamma rays,
components, circuit
explain radioactive decay, and
connections, electrical
As an enrichment, concepts about solve problems involving half-life
hazards and electrical safety
transformers (step-up and step-down of radioactive atoms.
shall be discussed. Basic
electronic components and transformers) shall be included in the
symbols shall also be teaching of power generation, To further enrich the content,
included/attached in the transmission, and distribution. The understanding the concepts on
discussion of schematic activity shall involve calculations to electronics is imperative. Learners
diagramming of electrical develop the problem solving and other differentiate between discrete
components. engineering skills of the learners. electronic components and
To further enrich the content, different integrated circuits, explain
electronic components such as resistors, different types of logic gates and
capacitors, inductors, diodes, transistors, how they are used in common
and semiconductors shall be discussed. electronic devices, and discuss
Learners also explain how each electronic applications of electronics in
component works different fields
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GEOLOGY
Learners will explore and Being located along the Ring of Fire,
As a result of being located along the Using maps, learners will discover
locate places using a the Philippines is home to many
coordinate system. They will Ring of Fire, the Philippines is prone to volcanoes. Using models, learners that volcanoes, earthquake
discover that our country’s earthquakes. Using models, learners will explain what happens when epicenters, and mountain ranges
location near the equator and will explain how quakes are generated volcanoes erupt. They will describe are not randomly scattered in
along the Ring of Fire by faults. They will try to identify faults in the different types of volcanoes and different places but are located in
influences elements of up the community and differentiate active differentiate active volcanoes from the same areas. This will lead to
Philippine environment (e.g., faults from inactive ones. inactive ones. They will also explain an appreciation of plate tectonics
natural resources and climate). Learners describe the different how energy from volcanoes may be
—a theory that binds many
Learners will explain how hazards that result from the tapped for human use.
soil, water, and air may be Learners will explain the warning geologic processes such as
occurrence of earthquakes
polluted as a result of the signs that scientists use in volcanism and earthquakes.
different ways that people predicting volcanic eruptions. Learners will relate geologic
use Earth’s resources. They They will also describe the processes that occur in the
will cite ways to lessen the different hazards that result when Philippines to its tectonic
pollution of soil, water, and volcanoes erupt. setting.
air as Earth’s resources are
used in everyday life plan
(and implement, if possible)
an environmental activity or
project. In addition, learners
will promote an
environmental activity or
project about conservation
and preservation of
resources
METEOROLOGY
Being located beside the Pacific In this grade level, learners will
Learners will explain the Note: The theory of plate
Ocean, the Philippines is prone to distinguish between weather and
occurrence of atmospheric typhoons. In Grade 5, the effects of climate. They will explain how tectonics is the sole topic in Earth
phenomena (breezes, monsoons, typhoons were tackled. Here, different factors affect the climate of and Space in Grade 10. This is
and ITCZ) that are commonly learners will explain how typhoons an area. They will also be introduced because the theory binds many of
experienced in the country as a develop, how typhoons are affected to climatic phenomena that occur the topics in previous grade
result of the Philippines’ location by landforms and bodies of water, over a wide area (e.g., El Niño and levels, and more time is needed
with respect to the equator, and and why typhoons follow certain global warming). to explore connections and
paths as they move within the Learners will distinguish between
surrounding bodies of water and deepen learners’ understanding
Philippine Area of Responsibility. weather and cite practical ways to
landmasses. Learners describe the different reduce risks and lessen the impact
effects of tropical cyclones of climate change
depending on the location of the
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community
ASTRONOMY
CURRICULUM GUIDE – GRADES 7-10 STEM
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 7 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
Doing Scientific The The Learners shall The Learners should be able to…
Investigations Learnersdemonstrate be able to:
an understanding of:
1. Ways of acquiring
knowledge and solving perform in groups in 1. describe the components of a
scientific ways of
problems guided investigations scientific investigation;
acquiring knowledge involving community-
and solving problems based problems using
locally available
materials
2. Describe the components of
prepare different a solution
components of a concentrations of 3. investigate properties of
2. Diversity of Materials in solution mixtures according to unsaturated or saturated solutions;
the Environment
uses and availability of 4. express concentrations of
some important materials solutions quantitatively by
2.1 Solutions properties of solutions preparing different concentrations
of mixtures according to uses and
availability of materials;
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investigate the
properties of mixtures
the properties of
2.2 Substances and of varying 5. distinguish mixtures from
substances that
Mixtures concentrations using substances based on a set of
distinguish them from
available materials in properties;
mixtures
the community for
specific purposes
make a chart, poster, 6. recognize that substances are
or multimedia classified into elements and
2.3 Elements and classifying substances
presentation of compounds;
Compounds as elements or
common elements 7. recognize uses of common
compounds
showing their names, elements and compound
symbols, and uses
properly interpret
product labels of
acidic and basic
the common 8. determine basic and acidic
2.4 Acids and Bases mixture, and practice
properties of acidic mixtures using natural
safe ways of handling
and basic mixtures indicators; and
acids and bases using
protective clothing
and safety gear
9. describe some properties of
metals and non-metals such as
2.5 Metals and Non- properties of metals luster, malleability, ductility, and
metals and nonmetals conductivity.
10.recognize uses of metals and
non-metals
Living Things
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I.Parts and Functions The Learners The Learners should The Learners should be able to…  BEAM: Tools
demonstrate an be able to: used in the
understanding of: 1. Identify parts of the Development of
microscope and their Biology &
1. Microscopy the parts and employ appropriate functions; Biotechnology
functions of the techniques using the Tools in Biology
compound compound
microscope microscope to gather
data about very small
objects 2. Focus specimens using
2. Biological
Techniques, techniques, Use appropriate
Procedures and procedures and equipment and
Methods methods for methods for
 Proper use of laboratory gathering gathering
Apparatus/Equipment specimens biological
 Slide preparation specimens.
Prepare biological
 Conduct laboratory hands-
specimen:
1 Insect
on activities in preparing
preservation biological specimen.
2 Preparation and
maintenance of
aquarium, terrarium
and herbarium
3 Preservation of
specimen
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2. Levels of Biological the different levels of
3. describe the different levels of
Organization biological
biological organization from S7LT-IIc-3
organization
cell to biosphere;
3. Animal and Plant Cells the difference  BEAM: The Basic
4. differentiate plant and animal
between animal and Unit of Life
cells according to presence or S7LT-IId-4
plant cells
absence of certain organelles;
5. explain why the cell is
considered the basic structural
S7LT-IIe-5
and functional unit of all
organisms;
4. Fungi, Protists, and organisms that can
Bacteria only be seen through
the microscope, 6. identify beneficial and harmful
S7LT-IIf-6
many of which microorganisms;
consist of only one
cell
7. differentiate asexual from
II. Heredity: Inheritance reproduction being sexual reproduction in terms
and Variation both asexual or of:
sexual 7. 1 number of individuals S7LT-IIg-7
1. Asexual reproduction involved;
2. Sexual reproduction 7. 2 similarities of offspring to
parents;
9. describe the process of
S7LT-IIg-8
fertilization;
10. differentiate biotic from abiotic S7LT-IIh-9
II. Ecosystems components of an ecosystem;
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11. describe the different ecological
relationships found in an S7LT-IIh-10
1. Components of an organisms interacting conduct a ecosystem;
ecosystem with each other and collaborative action to 12. predict the effect of changes in
2. Ecological relationships with their preserve the one population on other
S7LT-IIi-11
2.1 Symbiotic environment to ecosystem in the populations in the ecosystem;
relationships survive locality and
2.2 Non symbiotic
relationships 13. predict the effect of changes in
3. Transfer of energy abiotic factors on the S7LT-IIj-12
through trophic levels ecosystem.
Grade 7 – Force, Motion and, Energy

THIRD QUARTER/THIRD GRADING PERIOD
I. Motion in One The Learners The Learners shall The Learners should be able to…
Dimension demonstrate an be able to:
understanding of: 1. describe the motion of an
S7FE-IIIa-1
1. Descriptors of Motion object in terms of distance or
1.1 Distance or motion in one conduct a forum on displacement, speed or
Displacement dimension mitigation and velocity, and acceleration;
1.2 Speed or Velocity disaster risk reduction 2. differentiate quantities in terms S7FE-IIIa-2
1.3 Acceleration of magnitude and direction;
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2. Motion Detectors
2.1 Scalars and Vectors 3. Determine the resultant
2.2. Graphical Method in vector using graphical
finding the method
Resultant Vector 4. create and interpret visual S7FE-IIIb-3
representation of the motion of
2.3. Graphing Motion objects such as tape charts and
motion graphs;
II. Waves S7LT-IIIc-4
waves as a carriers 5. infer that waves carry energy;
1. Types of Waves of energy
2. Characteristics of Waves 6. differentiate transverse from
2.1 Amplitude longitudinal waves, and
S7LT-IIIc-5
2.2 Wavelength mechanical from
3. Wave Velocity electromagnetic waves;
7. relate the characteristics of
S7LT-IIId-6
waves;
III. Sound 8. describe the characteristics of
the characteristics of sound using the concepts of
S7LT-IIId-7
1. Characteristics of sound sound wavelength, frequency,
1.1.Pitch velocity, and amplitude ;
1.2 Loudness 9. explain sound production in
1.3 Quality the human voice box, and how
pitch, loudness, and quality of S7LT-IIIe-8
sound vary from one person to
another;
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10. describe how organisms
produce, transmit, and
receive sound of various
S7LT-IIIe-9
frequencies (infrasonic,
audible, and ultrasonic
sound);
IV. Light the characteristics of suggest proper 11. Relate characteristics of light
1. Characteristics of Light light lighting in various such as color to frequency and
S7LT-IIIf-10
1.1 Intensity or activities wavelength, and intensity to
Brightness amplitude.
1.2 Color
12. infer that light travels in a S7LT-IIIg-
straight line; 11
V. Heat
1. Heat Transfer how heat is
13. infer the conditions S7LT-IIIh-i-
1.1 Conduction transferred
necessary for heat transfer 12
1.2 Convection
to occur;
1.3 Radiation
VI. Electricity 14. describe the different types
1. Charges charges and the S7LT-IIIj-13
of charging processes; and
2. Charging processes different charging
processes 15. explain the importance of
S7LT-IIIj-14
earthing or grounding.
Grade 7 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1.The Philippine The Learners The Learners shall be The Learners should be able to… S7ES-IVa-1
Environment demonstrate an able to:
understanding of: 1. demonstrate how places on Earth
may be located using a coordinate
system;
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1.1 Location of the the relation of analyze the 2. describe the location of the
Philippines using a geographical location advantage of the Philippines with respect to the
S7ES-IVa-2
coordinate system of the Philippines to location of the continents and oceans of the
1.2. Location of the its environment Philippines in relation world;
Philippines with respect to the climate, 6. recognize that soil, water, rocks,
to landmasses and the use of earth’s weather, and coal, and other fossil fuels are
S7ES-IVb-3
bodies of water resources. seasons Earth materials that people use as
1.3. Conservation of natural resources;
resources the consequences promote an 1. describe ways of using Earth's
of the use of resources sustainably;
1.4. Pollution in the environmental
resources by activity or project 2. explain how soil, water, and air
environment
people. about conservation may be polluted as a result of the
and preservation of different ways that people use
resources Earth’s resources
3. cite ways to lessen the pollution of S7ES-IVb-4
soil, water, and air as Earth’s
resources are used in everyday
life
8. plan (and implement, if possible)
an environmental activity or
project
2.Interactions in the the different 9. discuss how energy from the Sun
Atmosphere phenomena that interacts with the layers of the
S7ES-IVd-5
2.1. Greenhouse effect and occur in the atmosphere;
global warming atmosphere
2.3. Land and sea breezes 12. explain how some human
2.4. Monsoons S7ES-IVd-6
activities affect the atmosphere ;
2.5. Intertropical
convergence zone 15. account for the occurrence of S7ES-IVe-7
land and sea breezes,
monsoons, and intertropical
convergence zone (ITCZ)
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18. describe the effects of certain
weather systems in the S7ES-IVe-8
Philippines;
3. Seasons in the Philippines the relationship of 9. using models, relate:
3.1. Relation of seasons to the seasons and the 9.1 the tilt of the Earth to the S7ES-IVe-9
the position of the Sun position of the Sun in length of daytime;
in the sky the sky 9.2 the length of daytime to the
3.2. Causes of seasons in amount of energy received;
the Philippines 9.3 the position of the Earth in its
orbit to the height of the Sun
in the sky;
9.4 the height of the Sun in the
sky to the amount of energy S7ES-IVe-10
received;
9.5 the latitude of an area to the
amount of energy the area
receives;
10. show what causes change in the

seasons in the Philippines using S7ES-IVi-11
models;
4. Eclipses the occurrence of

4.1. Solar Eclipse eclipses 11. explain how solar and lunar
S7ES-IVj-12
4.2. Lunar Eclipse eclipses occur; and
12. collect, record, and report data on

the beliefs and practices of the S7ES-IVj-13
community in relation to eclipses.
Page 20 of 60
GRADE 8

Grade 8 – Force, Motion, and Energy
The Learners The Learners shall be The Learners should be S8FE-Ia-15

demonstrate an able to: able to…
Forces and Motion
understanding of:
develop a written plan

Newton’s three laws of and implement a 1. investigate the
1. Balanced and Unbalanced
Forces motion and uniform “Newton’s Olympics” relationship between the
2. Free Body Diagrams circular motion amount of force applied
3. Laws of Motion and the mass of the
3.1 Law of Inertia object to the amount of
3.2 Law of Acceleration change in the object’s
3.3 Law of Interaction
motion;
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2. infer that when a body

exerts a force on
another, an equal S8FE-Ia-16
amount of force is
exerted back on it;
3. demonstrate how a body

responds to changes in S8FE-Ib-17
motion;
4. relate the laws of motion

to bodies in uniform S8FE-Ib-18
circular motion;
5. infer that circular motion

requires the application
of constant force directed S8FE-Ib-19
toward the center of the
circle;
2. Work Power and Energy work related to force, 6. identify situations in

power, gravitational which work is done and S8FE-Ic-20
1.1. Work
potential energy, kinetic in which no work is done;
1.2 Energy energy, and elastic
7. describe how work is S8FE-Ic-21
potential energy
1.3 Kinetic Energy related to power and
energy;
Page 22 of 60
1.4 Potential Energy 8. differentiate potential and

S8FE-Id-22
kinetic energy;
1.5 Power
9. relate speed and position
of object to the amount of
S8FE-Id-23
energy possessed by a
body;
3. Sound 10. infer how the movement

of particles of an object
the propagation of sound S8FE-Ie-24
affects the speed of
sound through it;
through solid, liquid, and
gas 11. investigates the effect
of temperature to speed
S8FE-Ie-25
of sound through fair
testing;
4. Light some properties and discuss phenomena 12. demonstrate the

characteristics of visible such as blue sky, existence of the color
light rainbow, and red components of visible S8FE-If-26
sunset using the light using a prism or
concept of wavelength diffraction grating;
and frequency of visible
13. explain the hierarchy of
light
colors in relation to S8FE-If-27
energy;
Page 23 of 60
14. explain that red is the

least bent and violet the
most bent according to S8FE-If-28
their wavelengths or
frequencies;
5. Heat heat and temperature,

15. differentiate between
and
heat and temperature at S8FE-Ig-29
the effects of heat on the
the molecular level;
body
6. Electricity current- voltage- 16. infer the relationship

resistance relationship, between current and S8FE-Ih-30
6.1 Current
electric power, electric charge;
6.2 Voltage energy, and home
17. explain the advantages
circuitry
6.3 Resistance and disadvantages of
S8FE-li-31
series and parallel
6.4 Circuit Connection connections in homes;
6.5 Schematic Diagrams 18. differentiate electrical S9FE-li-32

power and electrical
6.6 Electronic Components
energy; and
Page 24 of 60
6.7 Electrical Safety 19. explain the functions of

circuit breakers, fuses,
6.8 Electrical Hazards
earthing, double
S8FE-li-33
insulation, and other
safety devices in the
home.
SECOND QUARTER/ SECOND GRADING PERIOD
The Learners The Learners shall be The Learners should be able S8ES-IIa-14
1. Earthquakes and Faults demonstrate an able to: to…
understanding of:
1.1 Active and inactive faults
1.2 How faults generate
earthquakes 1. participate in decision 1. using models or
1.3 How earthquakes generate the relationship between making on where to illustrations, explain
tsunamis faults and earthquakes build structures how movements
along faults generate
based on knowledge
earthquakes;
Page 25 of 60
1.4 Earthquake focus and of the location of 2. differentiate the

epicenter active faults in the 2.1 epicenter of an
1.5 Earthquake intensity and community earthquake from its
magnitude focus;
1.6 Earthquake preparedness 2.2 intensity of an
2. make an emergency earthquake from its
1.7 How earthquake waves plan and prepare an magnitude;
provide information about the emergency kit for use 2.3 active and inactive
interior of the Earth at home and in faults; S8ES-IIa-15
2. Earthquake Hazards school
3. Earthquake waves and the

Earth’s interior 3. describe the
different hazards that
result from the
occurrence of
earthquakes
4.demonstrate how S8ES-IIb-

underwater earthquakes 16
generate tsunamis;
Page 26 of 60
5. explain how
earthquake waves
provide information S8ES-IIc-17
about the interior of the
earth
2. Understanding Typhoons the formation of 1. demonstrate

S8ES-IId-
2.1 How typhoons develop typhoons and their precautionary 3. explain how typhoons
2.2 Why the Philippines is prone develop; 18
movement within the measures before,
to typhoons PAR during, and after a
2.3 How landforms and bodies of
typhoon, including
water affect typhoons within
following advisories,
the Philippine Area of
storm signals, and
Responsibility (PAR) 4. infer why the S8ES-IId-
calls for evacuation
2.4. Storm surges, flooding, Philippines is prone to 19
given by government typhoons;
landslides
agencies in charge
2. participate in 5. explain how S8ES-IIe-20

activities that lessen landmasses and
bodies of water affect
typhoons;
Page 27 of 60
the risks brought by 6. trace the path of

typhoons typhoons that enter
the Philippine Area of S8ES-IIf-21
Responsibility (PAR)
using a map and
tracking data;
7. describe the
different effects of
tropical cyclones
depending on the
location of the
community
3. Other members of the Solar characteristics of comets, discuss whether or not 8. compare and contrast S8ES-IIg-
System meteors, and asteroids beliefs and practices comets, meteors, and 22
3.1 Comets about comets and asteroids;
3.2 Meteors meteors have scientific 9. predict the
3.3 Asteroids appearance of comets S8ES-IIh-
basis
based on recorded 23
data of previous
appearances; and
10. explain the regular
occurrence of meteor S8ES-IIi-j-
showers
24
Grade 8 – Matter
Page 28 of 60
The Learners The Learners shall be The Learners should be able

demonstrate an able to: to…
understanding of:
1. The Particle Nature of Matter 1. explain the difference
present how water between an element S8MT-IIIa-
1.1 Elements, Compounds, and the particle nature of behaves in its different b-8
and a compound
Mixtures matter as basis for states within the water 2. explain the properties of
1.2 Atoms and Molecules
explaining properties, cycle solids, liquids, and gases
physical changes, and based on the particle
structure of substances nature of matter;
and mixtures
3. explain physical changes
in terms of the S8MT-IIIc-
arrangement and motion d-9
of atoms and molecules;
2. Atomic Structure 4. determine the number of

the identity of a
protons, neutrons, and S8MT-IIIe-
2.1 Protons substance according to
electrons in a particular f-10
2.2 Neutrons its atomic structure
2.3 Electrons atom;
3. Periodic Table (PT) of Elements the periodic table of 5. trace the development of S8MT-IIIg-
elements as an the periodic table from h-11
3.1 Development of the PT organizing tool to observations based on
3.2 Arrangement of elements
determine the chemical similarities in properties of
properties of elements elements; and
Page 29 of 60
3.3 Periodic trends in

properties of elements in 6. use the periodic table to
S8MT-IIIi-
the periodic table predict the chemical
j-12
3.4 Reactive and nonreactive behaviour of an element.
metals
Grade 8 – Living Things and Their Environment
FOURTH QUARTER/ FOURTH GRADING PERIOD
1. Structures and Functions: Focus The Learners The Learners should be The Learners should be able
on the Digestive System demonstrate an able to: to…
understanding of:
S8LT-IVa-
13
1.1 Organs of the digestive present an analysis of 1. explain ingestion,
system and their interaction 1. the digestive system the data gathered on absorption, assimilation,
with organs of the respiratory, and its interaction diseases resulting from and excretion;
circulatory, and excretory with the circulatory, nutrient deficiency
2. explain how diseases of S8LT-IVb-
systems respiratory, and
the digestive system are 14
excretory systems in
prevented, detected, and
providing the body
treated;
with nutrients for
energy
Page 30 of 60
1.2 Changes in food as it

undergoes physical and 2. diseases that result
chemical digestion from nutrient
deficiency and
ingestion of harmful
substances, and their
1.3 Diseases resulting from
prevention and
nutrient deficiency and 3. identify healthful practices
treatment S8LT-IVc-
ingestion of harmful that affect the digestive
substances 15
system;
1.4 Prevention, detection, and

treatment of diseases of the
digestive system
2. Heredity: Inheritance and 1. how cells divide to report on the 4. compare mitosis and  BEAM: Cell
S8LT-IVd-
Variation of Traits produce new cells importance of variation meiosis, and their role in Growth &
16 Reproduction
in plant and animal the cell-division cycle;
2.1 Stages of mitosis 2. meiosis as one of the breeding
processes producing 5. explain the significance of  BEAM: Link to
S8LT-IVe- your Past
2.2 Stages of meiosis genetic variations of meiosis in maintaining the
17
chromosome number;
Page 31 of 60
2.3 Mendelian Genetics

2.4 Introduction to the Mendelian Pattern 6 .predict phenotypic
Biotechnology of Inheritance expressions of traits
2.5 Modern Biotechnology
following simple patterns of
3. use biotechnology in inheritance;
livelihood,
promotion of food 7.apply understanding of
production and biotechnology used in the S8LT-IVf-
health livelihood, promotion of 18
develops innovative, food production and
marketable, replicable health
and cost-effective
products resulting
from understanding
of biotechnology
3. Biodiversity report (e.g., through a 7. explain the concept of a S8LT-IVg-

1. the concept of a travelogue) on the species; 19
3.1 Species diversity species activities that
3.2 Hierarchical taxonomic system 8. classify organisms using
communities engage in S8LT-IVh-
of classification 2. the species as being the hierarchical taxonomic
to protect and conserve 20
3.3 Protection and conservation of further classified into system;
a hierarchical endangered and
endangered and economically
taxonomic system economically important 9. explain the advantage of
important species
species high biodiversity in S8LT-IVh-
maintaining the stability of 21
an ecosystem;
Page 32 of 60
4. Ecosystems 10. describe the transfer of

the one-way flow of make a poster energy through the S8LT-IVi-22
4.1 Transfer of Energy in Trophic energy and the cycling of comparing food choices trophic levels;
Levels materials in an based on the trophic
ecosystem levels 11. analyze the roles of
4.2 Cycling of materials in the
organisms in the cycling S8LT-IVi-23
ecosystem
of materials;
4.2.1Water cycle
12. explain how materials
4.2.2Oxygen-carbon cycle cycle in an ecosystem; S8LT-IVi-24
and
4.2.3Nitrogen cycle
13.suggest ways to minimize
4.3 Impact of human activities in S8LT-IVj-
human impact on the
an ecosystem 25
environment.
Page 33 of 60
GRADE 9

FIRST QUARTER/ FIRST GRADING PERIOD
1. Respiratory and Circulatory The Learners The Learners should be The Learners should be able S9LT-la-b-  BEAM: Second
Systems Working with the other demonstrate an able to: to… 26 Year – Biology
Organ Systems understanding of: Organ System
- Circulatory
System
conduct an information 1. explain how the  EASEBiology
1. how the different dissemination activity respiratory and circulatory M11 Energy
structures of the on effective ways of systems work together to Producing &
circulatory and taking care of the transport nutrients, Distributing
Systems
respiratory systems respiratory and gases, and other
Lessons 2 & 3
work together to circulatory systems molecules to and from
transport oxygen-rich based on data gathered the different parts of the
blood and nutrients to from the school or local body;
the different parts of health workers
the body
Page 34 of 60
2. infer how one’s lifestyle  APEXBiology

can affect the functioning Unit IV The
2. the prevention, of respiratory and Organ
detection, and Systems
circulatory systems; S9LT-lc-27
treatment of diseases Lessons 11 &
affecting the 12
circulatory and
respiratory systems
2. Heredity: Inheritance and 3. describe the location of S9LT-Id-28  BEAM: Second

Variation genes in chromosomes; Year – Your
1. how genetic 4. explain the different Genetic Book
2.1 Location of genes on information is of Life
organized in genes on patterns of non-Mendelian
chromosomes  APEXUnit 6
chromosomes inheritance; Genetics
2.2 Non-Mendelian inheritance
2.2.1 Incomplete dominance Lesson 3 The
2.2.2 Sex-linked traits Structure of
DNA
Page 35 of 60
2.2.3 Multiple alleles 2.the different patterns utilize biotechnology  EASE Biology
2.6 Multiple genes of inheritance in making informed Module14
decision in choosing Lesson 3
3.Foundation and application of matters pertaining to 5.Explain how modern
Biotechnology promotion of good biotechnology works.
3 .biotechnology to health, improvement
help them make of livelihood, and 6.Propose how
informed decision in making intelligent and biotechnology can be S9LT-Id-29
promoting good moral choices applied in addressing
health,improving certain situations or
livelihood, and making solving some problems
intelligent and moral (e.g. crimes
choices.
make a multimedia
3. Biodiversity and Evolution how changes in the presentation of a 5. relate species extinction
environment may affect timeline of extinction of to the failure of
species extinction representative populations of organisms S9LT-Ie-f-
3.1 Causes of Species Extinction microorganisms, plants, to adapt to abrupt 30
and animals changes in the
3.1.1 natural environment; and
3.1.2 anthropogenic
Page 36 of 60
4. Ecosystems 1. the structure and design and conduct an  BEAMLearning

function of plant parts investigation to provide Guide Biology
and organelles evidence that plants can Food for Life
 BEAMLearning
4.1 Flow of Energy and Matter in involved in manufacture their own
Guide Biology
Ecosystems photosynthesis food 6. differentiate basic Creating
features and importance Energy for Life
2. the structure and
of photosynthesis and S9LT-lg-j-  EASEBiology
function of Module 4
respiration. 31
4.1.1 Photosynthesis mitochondrion as the Photosynthesis
main organelle  EASE Biology
4.1.2 Respiration
involved in respiration Module 5
Cellular
Respiration
 APEXBiology
Unit 3 Life
Energy
Grade 9 – Matter
SECOND QUARTER/SECOND GRADING PERIOD
The Learners The Learners shall be The Learners should be able S9MT-IIa-
demonstrate an able to: to… 13a
understanding of…
1. Electronic Structure of Matter
4.describe how the Bohr S9MT-IIa-

the development of model of the atom 13b
atomic models that led to improved Rutherford’s
atomic model
the description of the
5.explain how the Quantum
Page 37 of 60
behavior of electrons Mechanical Model of the

within atoms atom describes the
energies and positions of
the electrons
 EASEChemistry
1. explain the formation of Module 14 The
1. how atoms ionic and covalent bonds; Chemical Bonds
combine with Lesson 1
2. Chemical Bonding other atoms by S9MT-IIa-  BEAMYear 3
transferring or by 13c Module 3
2.1 Ionic and Covalent Bonding sharing electrons Metallic Link
 EASEChemistry
2. forces that hold Module 14 The
metals together 2. recognize different types of Chemical Bonds
2.2 Metallic Bonding compounds (ionic or Lesson 1
covalent) based on their S9MT-IIb-
properties such as melting 14
point, hardness, polarity,
and electrical and thermal
conductivity;
3. explain properties of
S9MT-IIc-
metals in terms of their
d-15
structure;
4. explain how ions are S9MT-IIe-f-

formed; 16
Page 38 of 60
3. The Variety of Carbon Compounds the type of bonds that 5. explain how the structure
S9MT-IIg-
carbon forms that result in of the carbon atom affects
3.1 Carbon Atoms 17
the diversity of carbon the type of bonds it forms;
3.2 Organic Compounds
compounds
6. recognize the general
S9MT-IIh-
classes and uses of
18
organic compounds;
4. Mole Concept 7. use the mole concept to  EASE

S9MT-IIi-
the unit, mole, that analyze the percentage express mass of Chemistry
4.1 Mass 19 Module 16
quantitatively measures composition of different substances; and
4.2 Moles the number of very small brands of two food Stoichiometry
4.3 Percentage Composition of a 8. determine the percentage
particles of matter products and decide on
Compound composition of a
the products’ S9MT-IIj-
appropriate percentage compound given its
20
composition chemical formula and vice
versa.
The Learners The Learners shall be The Learners should be able S9ES -IIIa-  EASE
1.Volcanoes demonstrate an able to: to… 25 Integrated
understanding of: Science I
1.1 Type of volcanoes Module 12
1.2 Volcanic Eruptions Inside the
1.3. Warning signs 1. describe the different Solid Earth
1.4 Energy from volcanoes types of volcanoes;
Page 39 of 60
1.5. Volcanic Hazards volcanoes found in the 2. differentiate between

S9ES -IIIa-
Philippines active and inactive
27
volcanoes;
3. explain what happens

when volcanoes erupt
using models or
illustrations; S9ES -IIIb-
4. explain the warning 28
signs that scientists
use in predicting
volcanic eruptions
5. illustrate how energy from

volcanoes may be tapped
for human use; S9ES –IIIc-
6. describe the different d-29
hazards that result
when volcanoes erupt.
2.Climate factors that affect participate in activities 7. explain how different S9ES-IIIe-
climate, and the effects that reduce risks and factors affect the climate 30
of an area;
2.1 Factors that affect climate
Page 40 of 60
2.2 Global climate phenomena of changing climate and lessen effects of climate 8. describe certain climatic
how to adapt accordingly change phenomena that occur on
a global level;
S9ES-IIIf-
9. cite practical ways to 31
reduce risks and lessen the
impact of climate change
3. Constellations the relationship between discuss whether or not  EASE Integrated

3.1 Characteristics of stars the visible constellations popular beliefs and 10. infer the characteristics of Science 1
3.2 Arrangement of stars in a S9ES-IIIg- Module 18
in the sky and Earth’s practices with regard to stars based on the
group 32
position along its orbit constellations and characteristics of the Sun;
3.3 Changing position of
astrology have scientific
constellations during the night
basis
and at different times of the 11. infer that the S9ES-IIIh-
year arrangement of stars in a 33
3.4 Beliefs and practices about group (constellation) does
constellations and astrology not change;
Page 41 of 60
4. Galaxies
12. observe that the position
4.1. Components of galaxies of a constellation changes S9ES-IIIi-
4.2. Types of galaxies in the course of a night; 34
4.3. Motions of galaxies and
13. show which constellations S9ES-IIIj-

may be observed at 35
different times of the year
using models.
14. describe what makes

up galaxies
15.identify the different

types of galaxies through
pictures
16.discuss the motion of

galaxies
Page 42 of 60
17.infer that the Universe

is
expanding
Grade 9 – Force, Motion, and Energy
The Learners The Learners shall be The Learners should be able  APEX Physics
Motion in Two Dimensions demonstrate an able to: to… Unit 3 Chapter
understanding of: 1 LP 4 Falling
1. Projectile Motion Bodies
1.2.Impulse, Momentum and propose ways to  BEAM Learning
Impulse projectile motion, enhance sports related 1. describe the horizontal and S9FE-IVa- Guide Physics-
1.3.Conservation of Linear impulse and momentum, to projectile motion vertical motions of a 34 4th Year
Momentum projectile; Energy in
and conservation of
Transportation
linear momentum 2. investigate the relationship Put It into
between the angle of S9FE-IVa- Motion
release and the height and 35  APEX Physics
Unit 3 Chapter
range of the projectile;
1 LP 10
3. relate impulse and S9FE-IVb- Momentum
momentum to collision of 36
objects (e.g., vehicular
collision);
Page 43 of 60
4. infer that the total

S9FE-IVb-
momentum before and
37
after collision is equal;
5. examine effects and S9FE-IVc-

predict causes of collision- 38
related damages/injuries;
6. explain energy
2. Work Power and Energy conservation of create a device that transformation in various S9FE-IVc-
mechanical energy shows conservation of activities/events (e.g.,  APEX Physics
39
2.1 Changes in form of mechanical energy Unit 3 Chapter
waterfalls, archery,
mechanical energy 1 LP 12 Law of
amusement rides); Conservation
2.2 Conservation of energy
of Energy
7. perform activities to
S9FE-IVd-
demonstrate conservation
40
of mechanical energy;
8. infer that the total

mechanical energy S9FE-IVe-
remains the same during 41
any process;
Page 44 of 60
3. Heat, Work, and Efficiency the relationship among analyze how power S9FE-IVe-  APEX Physics
9. construct a model to
heat, work, and plants generate and 42 Unit 3 Chapter
demonstrate that heat can
efficiency transmit electrical 2 LP 1 Heat
do work; Engines
energy
 BEAM
10. infer that heat transfer Learning
can be used to do work, Guide 4th Year
S9FE-IVf-43 Physics Force,
and that work involves the
release of heat; Power, Work
and Energy
11. explain why machines are Mode Swing
never 100-percent S9FE-IVf-44
efficient;
12. explain how heat transfer

and energy transformation
S9FE-IVg-
make heat engines like
45
geothermal plants work;
and
4. Electricity and magnetism S9FE-IVh-j-  BEAM Learning

4.1 Power generation and energy generation, transmission, 46 Guide Year 4
losses and distribution of 13. explain how electrical Science
4.2 Transmission and distribution electrical energy from energy is generated, Electrical
of electrical energy from transmitted, and distributed. Energy
power plants
Generation,
power plants to homes (hydroelectric,
Transmission
geothermal, wind, and Use
4.3 Step-up and Step-down
nuclear) to home
Transformers
Page 45 of 60
14. Discuss/ identify

5. Electronics make use of/ inspect different electronic
an electronic components and their
system/appliances (i.e functions
the different electronic radio or television unit)
Electronic components
components such as and identify the different 15. Differentiate N-type
(resistors, capacitors, resistors, capacitors, electronic components and P-type
inductors, diodes, inductors, diodes, used semiconductors
transistors) transistors, and
semiconductors.
Semiconductors
Explain how each
electronic component
works
Page 46 of 60
GRADE 10

The Learners The Learners shall be The Learners should be able  APEX
demonstrate an able to: to… Integrated
understanding of: Science LP
(UNIT 5-
1. Plate Tectonics Changes in the
1.1 Distribution 1. demonstrate ways to 1. describe the distribution of S9ES –Ia-j- Environment)
1.1.1 volcanoes the relationship among ensure disaster active volcanoes, 36.1
1.1.2 earthquake epicenters earthquake epicenters, and
the locations of preparedness during
1.1.3 mountain ranges major mountain belts;
volcanoes, earthquake earthquakes,
1.2 Plate boundaries
1.3 Processes and landforms along epicenters, and mountain tsunamis, and
plate boundaries ranges volcanic eruptions 2. describe the different types S9ES –Ia-j-
1.4 Internal structure of the Earth of plate boundaries; 36.2
Page 47 of 60
1.5 Mechanism (possible causes of 2. suggest ways by 3. explain the different S9ES –Ia-j-
movement) which he/she can processes that occur along 36.3
1.6 Evidence of plate movement contribute to the plate boundaries;
government efforts in 4. describe the internal S9ES –Ia-j-
2. Plate tectonics and the Philippines structure of the Earth; 36.4
reducing damage due
to earthquakes, 5. describe the possible S9ES –Ia-j-
tsunamis, and causes of plate movement; 36.5
volcanic eruptions and
6. enumerate the lines of
evidence that support plate
movement S9ES –Ia-j-
7. relate geologic 36.6
processes that occur in
the Philippines to its
tectonic setting
Grade 10 – Force, Motion and, Energy
SECOND QUARTER/SECOND GRADING PERIOD
The Learners The Learners shall The Learners should be S10FE-IIa-  APEX Physics
demonstrate an be able to: able to… b-47 LP Unit 4
understanding of: Chapter 3:
1. Electromagnetic Spectrum Conduct 1. compare the relative Lesson 3.3-3.9
advocacy on wavelengths of different Electromagneti
1.1 Radiowave preventing c Waves
forms of electromagnetic
harmful effects of waves;
1.2 Microwave
Page 48 of 60
1.3 Infrared Ray the different regions of EM radiation to 2. cite examples of practical
the electromagnetic living things and applications of the
1.4 Visible Light
spectrum the environment different regions of EM S10FE-IIc-
1.5 Ultraviolet Ray waves, such as the use of d-48
radio waves in
1.6 X-Ray
telecommunications;
1.7 Gamma Ray
1.8 Radioactivity (Alpha, Beta, 3. explain the effects of EM

S10FE-IIe-
& Gamma) radiation on living things
f-49
and the environment;
2. Light 4. predict the qualitative S10FE-IIg-  APEX Physics

the images formed by characteristics 50 LP Unit I
2.1 Reflection of Light in Mirrors the different types of (orientation, type, and Chapter 1
2.2 Refraction of Light in Lenses mirrors and lenses Lessons 2-8
magnification) of images
Plane and
formed by plane and
Curve Mirrors
curved mirrors and
lenses;
Page 49 of 60
 APEX Physics
5. apply ray diagramming LP Unit I
Chapter 1
techniques in describing
S10FE-IIg- Lessons 11-13
the characteristics and Image
51
positions of images Formation &
formed by lenses; Locating
Images in
Lenses
6. identify ways in which the  APEX Physics
properties of mirrors and LP Unit I
lenses determine their use S10FE-IIh- Chapter 1
Lesson 1
in optical instruments 52
Optical
(e.g., cameras and
Instruments
binoculars);
3. Electricity and Magnetism 7. demonstrate the  APEX Physics

the relationship between Create/produce an generation of electricity LP Unit 2
8.1 Electromagnetic effects improvised electrical S10FE-IIi- Chapter 2
electricity and magnetism by movement of a
device that applies 53 Electromagneti
in electric motors and magnet through a coil;
the principle of an c Energy
generators and
Page 50 of 60
electric motor and/ or 8. explain the operation of a

generator simple electric motor and
generator.
9. Electronics
9.1 Integrated Circuits the applications of

9.2 Logics Gates electronics in different create/produce a
9.3 Applications of Electronics fields simple electronic 7. Differentiate between
device using different discrete electronic
electronic components and
components integrated circuits.
10, Explain different types of

logic gates and explain S10FE-IIj-
how logic circuits are used 54
in common electronic
devices
11. Discuss applications of

electronics in different
fields (industries,
communication
companies, medicine,
transportation, scientific
laboratories, space
exploration and research)
Page 51 of 60
The Learners The Learners should be The Learners should be  APEX Biology
demonstrate an able to: able to… Unit 5 Life
understanding of: Reproduction
S10LT-IIIa- Lessons 5-8
1. Coordinated Functions of the 33 Male and
Reproductive, Endocrine, and 1. describe the parts of the Reproduction
Nervous Systems 1. organisms as having reproductive system and and Fertility
feedback mechanisms, their functions;  APEX Biology
which are coordinated Unit 4 The
2. explain the role of Organ
by the nervous and
hormones involved in the S10LT-IIIb- Systems
endocrine systems Lessons
female and male 34
14&15
reproductive systems;
Endocrine &
3. describe the feedback S10LT-IIIc- Nervous
2. how these feedback
mechanisms involved in 35 Systems
mechanisms help the
organism maintain regulating processes in
homeostasis to the female reproductive
reproduce and survive system (e.g., menstrual
cycle);
Page 52 of 60
4. describe how the nervous

system coordinates and S10LT-IIIc-
regulates these feedback 36
mechanisms to maintain
homeostasis;
2. Heredity: Inheritance and 1. the information stored  APEX Biology

5. explain how protein is
Variation in DNA as being used S10LT-IIId- Unit 6
to make proteins made using information
37 Anatomy of
from DNA; Genes Lessons
2. how changes in a DNA 1-5 Heredity
molecule may cause 6.explain how mutations and Genetics
changes in its product may cause changes in the
structure and function of a
3. mutations that occur in protein;
sex cells as being
heritable
3. Social and ethical Issues S10LT-IIIe-

relating to Biotechnology 4. that ethical issues 38
associated with 5. Discuss some
biotechnology social and ethical
should be issues associated
considered. with biotechnology
Page 53 of 60
write an essay on 7. explain how fossil  APEX Biology

3. Biodiversity and Evolution the importance of records, comparative Unit 7
how evolution through S10LT-IIIf- Evolution
adaptation as a anatomy, and genetic
natural selection can 39 Lessons 1-4
mechanism for the information provide
result in biodiversity survival of a evidence for evolution;
species
8. explain the occurrence of S10LT-IIIg-
evolution; 40
4. Ecosystems 9. explain how species

diversity increases the
4.1 Flow of Energy and Matter in 1. the influence of probability of adaptation S10LT-IIIh-
Ecosystems biodiversity on the and survival of organisms 41
stability of ecosystems in changing
4.2 Biodiversity and Stability
environments;
4.3 Population Growth and
10. explain the relationship
Carrying Capacity 2. an ecosystem as being
between population S10LT-IIIi-
capable of supporting
growth and carrying 42
a limited number of
capacity; and
organisms
11. suggest ways to S10LT-IIIj-

minimize human impact 43
on the environment.
Grade 10 – Matter
Page 54 of 60
1. Gas Laws The Learners The Learners shall be The Learners should be  APEX Chemistry
demonstrate an able to: able to… Unit 2 Chapter
understanding of… 3: Gases: The
1.1 Kinetic Molecular Theory Fastest-Moving
1.2 Volume, pressure, and Particles
temperature relationship 1. investigate the
1.3 Ideal gas law how gases behave based relationship between:
on the motion and 1.1 volume and pressure
relative distances at constant S10MT-IVa-
between gas particles temperature of a gas; b-21
1.2 volume and
temperature at
constant pressure of a
gas;
1.3 explains these
relationships using the
kinetic molecular
theory;
2. Biomolecules the structure of

biomolecules, which are 2. recognize the major
2.1 Elements present in made up mostly of a categories of
biomolecules limited number of biomolecules such as S10MT-IVc-
2.2 Carbohydrates, lipids, carbohydrates, lipids, d-22
elements, such as
proteins, and nucleic acids proteins, and nucleic
carbon, hydrogen,
2.2.1 Food Labels acids;
oxygen, and nitrogen
Page 55 of 60
3. Chemical reactions the chemical reactions using any form of 3. apply the principles of  APEX Chemistry
associated with biological media, present S10MT-IVe- Unit 4 Chapter
conservation of mass to
and industrial processes chemical reactions g-23 2 Lesson 3
chemical reactions; and
affecting life and the involved in biological
environment and industrial processes 4. explain how the factors  APEX Chemistry
affecting life and the affecting rates of Unit 4 Chapter
environment chemical reactions are 2 Lesson 5
applied in food S10MT-IVh-
preservation and j-24
materials production,
control of fire, pollution,
and corrosion.
Page 56 of 60
GLOSSARY
Glossary
Galaxy A system of millions or billions of stars, together with gas and dust,
held together by gravitational attraction.
Natural resources Materials or substances such as minerals, forests, water, and fertile land
that occur in nature and can be used for economic gain.
Pollution The presence in or introduction into the environment of a substance or

thing that has harmful or poisonous effects.
Storm surge Is an abnormal rise of water generated by a storm, over and above the
predicted astronomical tides.
Glossary
Biotechnology The use of biological processes, organisms, or systems to manufacture
products intended to improve the quality of human life.
Biological techniques Methods or procedures that are used to study living things. They include
experimental and computational methods, approaches, protocols and tools for
biological research.
Social and Ethical Insights and reactions that have been expressed concerning biotechnology.
Issues
Page 57 of 60
GLOSSARY
The ratio of the energy delivered (or work done) by a machine to the energy ne
Efficiency
eded (or work required) in operating the machine
A branch of Physics that deals with the emission, behavior, and effects of
Electronics
electrons (as in electron tubes and transistors) and with electronic devices
Equilibrium A state of rest or balance due to the equal action of opposing forces
The emission of energy as electromagnetic waves or as moving subatomic
Radiation
particles, especially high-energy particles that cause ionization.
Scalar A quantity that is completely specified by its magnitude and has no direction
An electrical device that reduces or increases the voltage of an alternating
Transformer
current
A quantity that has both magnitude and direction, and is represented by an
Vector
arrow
Page 58 of 60
Page 59 of 60
Page 60 of 60

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Republic of the Philippines

Grade 7 Grade 8 Grade 9 Grade 10

Further, learners demonstrate that

Grade 7 Grade 8 Grade 9 Grade 10

BIODIVERSITY AND EVOLUTION

Grade 7 Grade 8 Grade 9 Grade 10

CONTENT PERFORMANCE LEARNING

Grade 7 – Force, Motion and, Energy

10. show what causes change in the

4. Eclipses the occurrence of

12. collect, record, and report data on

CONTENT PERFORMANCE LEARNING

Grade 8 – Force, Motion, and Energy

FIRST QUARTER/FIRST GRADING PERIOD

The Learners The Learners shall be The Learners should be S8FE-Ia-15

develop a written plan

2. infer that when a body

3. demonstrate how a body

4. relate the laws of motion

5. infer that circular motion

2. Work Power and Energy work related to force, 6. identify situations in

1.4 Potential Energy 8. differentiate potential and

3. Sound 10. infer how the movement

4. Light some properties and discuss phenomena 12. demonstrate the

14. explain that red is the

5. Heat heat and temperature,

6. Electricity current- voltage- 16. infer the relationship

6.5 Schematic Diagrams 18. differentiate electrical S9FE-li-32

6.7 Electrical Safety 19. explain the functions of

Grade 8 – Earth and Space

SECOND QUARTER/ SECOND GRADING PERIOD

1.4 Earthquake focus and of the location of 2. differentiate the

3. Earthquake waves and the

4.demonstrate how S8ES-IIb-

2. Understanding Typhoons the formation of 1. demonstrate

2. participate in 5. explain how S8ES-IIe-20

the risks brought by 6. trace the path of

THIRD QUARTER/THIRD GRADING PERIOD

The Learners The Learners shall be The Learners should be able

2. Atomic Structure 4. determine the number of

3.3 Periodic trends in

Grade 8 – Living Things and Their Environment

FOURTH QUARTER/ FOURTH GRADING PERIOD

1.2 Changes in food as it

1.4 Prevention, detection, and

2.3 Mendelian Genetics

3. Biodiversity report (e.g., through a 7. explain the concept of a S8LT-IVg-

4. Ecosystems 10. describe the transfer of

CONTENT PERFORMANCE LEARNING

Grade 9 – Living Things and Their Environment

FIRST QUARTER/ FIRST GRADING PERIOD

2. infer how one’s lifestyle  APEXBiology

2. Heredity: Inheritance and 3. describe the location of S9LT-Id-28  BEAM: Second

4. Ecosystems 1. the structure and design and conduct an  BEAMLearning

SECOND QUARTER/SECOND GRADING PERIOD

4.describe how the Bohr S9MT-IIa-

behavior of electrons Mechanical Model of the

4. explain how ions are S9MT-IIe-f-