[ SANTA TERESITA ACADEMY ]

[ Aurora Zamboanga del sur ]

CURRICULUM MAP
S.Y. 2018-2019

[QUARTER 1]

SUBJECT : SCIENCE -7

CONTENT STANDARD:
Students recognize that materials combine in various ways and through different processes, contributing to the wide variety of materials.
PERFORMANCE STANDARD:
Students demonstrate that homogeneous mixtures can be demonstrated in various techniques.
PREPARED BY: Presentacion D. Salido

VALUES TO BE
TIME FRAME LEARNING CONTENT LEARNING COMPETENCIES INTEGRATED FORMATIVE AND INSTRUCTIONAL REFERENCES
(with success indicators, if needed) (relate this to the SUMMATIVE STRATEGIES
Vision-Mission & ASSESSMENT
Core Values TECHNIQUES
WEEK 1 The learner…
WAYS OF 1) Describes what is meant by fair
ACQUIRING test.
KNOWLEDGE AND Describes the components of an
SOLVING investigation such as research problem,
PROBLEMS hypothesis, method of testing hypothesis
and conclusions based on evidence.
The learner
demonstrates
understanding of
scientific ways of
acquiring knowledge
and solving problems.
DAY 1 1 Scientific At the end of the lesson, the students 1 Supply Type Graphic Organizer –
CAN: DISCIPLINE in (Process Skills) –1.1 Describing wheel Reference: (Textbook)
Investigation conducting a Describing wheel pp. 22-24 Rabago, L.
1 Describe the concept of scientific scientific Laboratory activity et.al (2014). Science
2 Concept of fair test investigation by outlining important key investigation and technology.
words of scientific investigation. CRITICAL 2 Select Type Collaborative Philippines: Vibal
THINKING (Knowledge) Learning – 3-2-1 Publishing House, Inc.
2 Describe what is meant by fair test by 2.1 Modified True or Strategy
paraphrasing the meaning of a fair test. EQUAL treatment False (Appendix I) (3 things I know: 2
among each things I want to
individual know: 1 thing I
learn)
DAY 2 3 Fair test vs unfair 3 Differentiate fair test from unfair test EQUAL treatment 3 Supply Type Graphic Organizer – Pavico, Josephine,
test by creating a Venn Diagram comparing among each (Process Skills) –3.1 Venn Diagram phoenix publishing
and contrasting a fair test from unfair individual Venn Diagram House Inc
test. Santa Ana ,Susan Jo-es
publishing House
DAY 3 4 Research Problem 4 Describe the nature of a research RESILIENT in 4 Product- Rubric on Graphic Organizer – Santa Ana, Susan Jo-es
problem by stating the research problem every problem we a well-written Tree Chart Publishing House Inc.
from the situation given. are facing research problem
DAY 4 5 Research Problem 5 Identify the different variables of a RESILIENT in 5 Supply Type Graphic Organizer – Santa Ana, Susan Jo-es
research problem by creating a graphic every problem we (Process Skills) –5.1 Bubbles Chart Publishing House
organizer writing the different variables are facing Bubbles Chart
of a research problem.
WEEK 2 Continuation ….
DAY 1 6. Hypothesis 6 Describing the concept of hypothesis GOOD 6 Product- Rubric on Teaching strategy – Santa Ana , Susan Jo-
by making a hypothesis on a given JUDGMENT to how to formulate a Tiered Activity es publishing House
problem. other people good hypothesis
Day 2 7. Hypothesis 7 Describe the different kinds of GOOD 7 Select Type Graphic Organizer – Santa Ana, Susan Jo-es
hypothesis by clustering the different JUDGMENT to (Knowledge) Spider Web publishing House
kinds of hypothesis using bubble chart. other people 7.1 Modified True or
False (Appendix I)
Day 3 8 Experimentation 8 Identify the methods for testing INNOVATIVE in 8 Product- checklist Collaborative Santa Ana, Susan Jo-es
hypothesis by matching the different the materials on the procedures of learning – publishing
methods for testing hypothesis in available in the the experiment. SCAMPER
different scenarios exemplified. community
Day 4 9 Conclusion 9 Construct conclusion based on RELIABILE in 9 Select Type Collaborative Santa Ana, Susan Jo-es
evidence by creating a conclusion using making things in (Knowledge) Learning – GRASP Publishing House
9.1 Modified Multiple
 the data gathered and interpreted. perspective Choice (Appendix II)
Science
Investigatory
Project

Week 3 – SUMMATIVE TEST

Day 1 The learner will conduct simple investigations through the inquiry approach using local available materials.
Performance – Rating scale on conducting simple investigations through the inquiry approach using local available materials
WEEK 3 DIVERSITY OF The learner…
MATERIALS IN 1) Investigates properties of
THE unsaturated or saturated
ENVIRONMENT solutions.
SOLUTIONS 2) Investigates how fast solids
dissolve in water.
The learner
demonstrates
understanding of some
important properties of
solution.

Day 2 10 Concept of a 10 Describe what is meant by a solution Having 10 Supply Type Teaching Strategy - Pavico, Josephine
Solution by writing the meaning of a solution in CAMARADERIE (Process Skills) – Board work Phoenix Publishing
his/her own words. among peers 10.1 Board work House
-Santa Ana , Susan
Phoenix Publishing
House Inc.
Day 3 11 Properties of a 11 Investigate properties of unsaturated Having 11Select Type Collaborative Pavico, Josephine
Solution and saturated solutions by stating the CAMARADERIE (Knowledge) Learning – Gowin’s Phoenix Publishing
properties of unsaturated and saturated among peers 11.1 Modified True Vee House Inc.
solutions. or False (Appendix -Santa Ana, Susan
I) Phoenix Publishing
House
Day 4 12 Concept of 12 Investigate how fast solids dissolve in Having 12 Select Type Collaborative Pavico, Josephine
Solubility water by tabulating the time solids CAMARADERIE (Knowledge) Learning – Phoenix, Publishing
dissolved in water. among peers 12.1 Modified Laboratory House Inc.
Matching Type Experiment -Santa Ana, Susan Jo-es
(Appendix III) Publishing House
WEEK 4- DAY 1 SUMMATIVE TEST
The learner will prepare different concentrations of mixtures according to uses and availability of materials.
Performance – Rubric on preparing different concentrations of mixtures according to uses and availability of materials
WEEK 4 SUBSTANCES AND The learner…
MIXTURES 1) Recognizes that a substance has
a unique set of properties.
The learner
demonstrates
understanding of the
properties of
substances which
distinguish them from
mixtures.

Day 2 13 Concept of a 13 Describe what is meant by a Recognize the 13 Supply Type Teaching Strategy – Pavico,Josephine
Substance substance by recalling the meaning of a UNIQUENESS that (Process Skills) – Oral Recitation Phoenix Publishing
substance every time is asked. each person 13.1 Oral Recitation House Inc. And Santa
possesses Ana, Jo-es Publishing
House
Day 3 14 Concept of a 14 Describe what is meant by a mixture APPRECIATION 14Select Type Teaching Strategy – -Pavico,Josephine
Mixture by rewriting the meaning of mixture. of different ethnic (Knowledge) Board work -Santa Ana, Susan
group, religion, 14.1 Modified True
tribe, etc. or False (Appendix
I)
Day 4 15 Properties of 15 Differentiate the properties of -Recognize the 15 Supply Type Graphic Organizer – _Pavico, Josephine
Substances and substances and mixtures by labeling UNIQUENESS that (Process Skills) – Venn Diagram -Santa, Ana, Susan
Mixtures whether a certain property is a substance each person 15.1 Venn Diagram
or mixture in a situation given. possesses
-APPRECIATION
of different ethnic
group, religion,
tribe, etc.

Week 5 - Day 16 Properties of 16 Recognize that a substance has a -Recognize the 16 Select Type Graphic Organizer – --Pavico, Josephine
1 Substances and unique set of properties by identifying UNIQUENESS that (Knowledge) Fish Tail Chart -Santa Ana, Susan
Mixtures the unique set of properties of a each person 16.1 Modified
substance in the experiment conducted. possesses Matching Type
-APPRECIATION (Appendix III)
of different ethnic
 group, religion,
tribe, etc.
Week 5 - Day
2
WEEK 5 ELEMENTS AND The learner…
COMPOUNDS 1) Recognizes that substances are
classified into elements and
The learner compounds.
demonstrates
understanding of
classifying substances
as elements or
compounds
Day 3 17 Periodic Table of 17 Familiarize the elements in the UNDERSTAND the 17 Supply Type Graphic Organizer – Periodic Table of
Elements periodic table by arranging the elements uniqueness of each (Process Skills) – Spider Web Elements
systematically in a blank periodic table. person 17.1 Spider Web -Pavico, Josephine
Phoenix publishing
House Inc.
- Santa Ana,Jo-es
Publishing House
Day 4 18 Periodic Table of 18 Familiarize the atomic mass, atomic UNDERSTAND the 18 Select Type Collaborative -Periodic Table of
Elements number, and atomic symbol of the uniqueness of each (Knowledge) Learning – Expert Elements
elements in the periodic table by person 18.1 Modified Strategy -Pavico, Josephine
labeling the atomic mass, atomic Matching Type -Santa Ana, Susan
number, and atomic symbol of a given (Appendix III)
element on the board.
WEEK 6 Continuation… Con
Day 1 19 Concept of 19 Differentiate elements and -Being ORIGINAL 19 Supply Type Collaborative -Pavico, Josephine
Elements and compounds by creating a Venn Diagram and will not (Process Skills) – Learning – Venn - Santa Ana, Susan
Compounds comparing and contrasting the elements compare one’s self 19.1 Venn Diagram Diagram
and compounds. to others
-Strengthen UNITY
among peers
Day 2 20 Examples of 20 Give examples of elements and -Being ORIGINAL 20 Supply Type Collaborative
Elements and compounds locating elements in the and will not (Process Skills) – Learning – Bulb’s
Compounds surrounding and recognizing compound compare one’s self 20.1 Bulb’s Up Up
products in their kitchen. to others
-Strengthen UNITY
 among peers
Day 3 21 Examples of 21 Identify the uses of such examples of -Being ORIGINAL 21 Supply Type Collaborative
Elements and elements and compounds by employing and will not (Process Skills) – Learning – Moving
Compounds the importance of the examples they compare one’s self 21.1 Moving Pen Pen
have identified in their daily living. to others
-Strengthen UNITY
among peers
Day 4 SUMMATIVE TEST
The learner makes a chart, poster or multimedia presentation of common elements showing their names, symbols and uses.
Product – Rubric on making a chart, poster or multimedia presentation of common elements showing their names, symbols and uses

WEEK 7 ACIDS AND BASES The learner…

Investigates properties of acidic and
The learner basic mixtures using natural indicators.
demonstrates
understanding of
common properties of
acidic and basic
mixtures.
Day 1 22 Concept of Acids 22 Differentiate acids and bases by PRUDENCE in 22 Supply Type Graphic Organizer – -Pavico, Josephine
and Bases categorizing acids from bases in a given eating junk foods (Process Skills) – Venn Diagram -Santa Ana, Susan
jumbled key words. and drinking sodas 22.1 Venn Diagram

Day 2 23 Indicators: Natural 23 Familiarize how to use the natural PRUDENCE in 23 Select Type Graphic Organizer – -Pavico, Josephine
and PH Paper indicators and PH paper by repeating the eating junk foods (Knowledge) Fish Tail Chart - Santa Ana, Susan
proper use of the natural indicator and and drinking sodas 23.1 Modified
PH paper as per demonstrated by the Matching Type
teacher. (Appendix III)
Day 3 24 Properties of Acidic 24 Investigate properties of acidic and PRUDENCE in 24 Select Type Collaborative -Pavico ,Josephine
and Basic Mixtures basic mixtures using natural indicators eating junk foods (Knowledge) 24.1 Learning – Gowin’s -Santa Ana, Susan
by naming the properties in a given and drinking sodas Modified True or Vee
acidic and basic mixture. False (Appendix I)
Day 4 25 The effect of acids 25 Describe how acids and basis affect PRUDENCE in 25 Supply Type Graphic Organizer – -Pavico, Josephine
and bases in the the environment by evaluating changes eating junk foods (Process Skills) – Balloon Chart - Santa Ana, Susan
environment of a phenomenon in an excess acid or and drinking sodas 25.1 Balloon Chart
basic environment.
WEEK 8 Continuation…
 Day 1 26 Importance of 26 Describe the importance of acids and PRUDENCE in 26 Supply Type Collaborative -Pavico, Josephine
Acids and Bases bases by summarizing the importance of eating junk foods (Process Skills) – Learning – Moving -Santa Ana, Susan
acids and bases. and drinking sodas 26.1 Moving Pen Pen

Day 2 27 Reactions of acids 27 Identify the different reactions of PRUDENCE in 27 Select Type Collaborative -Pavico, Josephine
and bases acids and bases by listing down the eating junk foods (Knowledge) 27.1 Learning – -Santa Ana, Susan
different reactions of acids and bases. and drinking sodas Modified True or SCAMPER
False (Appendix I)
Day3 28 Proper handling of 28 Practice the safe ways of handling 24 Select Type 28 Performance Teaching Strategy –
acidic and basic acids and bases using protective clothing (Knowledge) 24.1 Rubric on the proper Demonstration
mixtures and safety gears by showing to the class Modified True or handling of acids
the safe ways of handling acids and False (Appendix I) and bases
bases using protective clothing and
safety gears.
Day 4 SUMMATIVE TEST
The learner interprets properly product labels of acidic and basic mixture and practices safe ways of handling acids and bases using protective clothing and safety
gears.
Performance – Rating scale on interpreting properly product labels of acidic and basic mixture and practices safe ways of handling acids and bases using
protective clothing and safety gears.
WEEK 9 METALS AND NON- The learner…
METALS 1) Describes some properties of
metals and nonmetals such as
The learner luster, malleability, ductility, and
demonstrates conductivity.
understanding of
properties of metals
and nonmetals
Day 1 29 Concept of Metals 29 Differentiate metals and nonmetals -TOUGHNESS in 29 Supply Type Collaborative -Pavico, Josephine
and Nonmetals by comparing and contrasting metals life (Process Skills) – Learning – Venn -Santa Ana , Susan
and nonmetals using similarities and -SENSITIVE to 29.1 Venn Diagram Diagram
dissimilarities table chart. other’s feelings
Day 2 30 Classification of 30 Classify elements in the periodic -TOUGHNESS in 30 Select Type Graphic Organizer – -Pavico, Josephine
Elements table whether a metal or a nonmetal life (Knowledge) 30.1 Flower Petal -Santa Ana, Susan
labeling metal or nonmetal in the given -SENSITIVE to Modified True or
element symbol and clustering elements other’s feelings False (Appendix I)
into metal or nonmetal.
Day 3 31 Properties of Metals 31 Describe some properties of metals -TOUGHNESS in 31 Select Type Collaborative
and Nonmetals and nonmetals such as luster, life (Knowledge) 31.1 Learning – K-W-L
 malleability, ductility, and conductivity -SENSITIVE to Modified Matching Chart
by reproducing real- life situations other’s feelings Type (Appendix III)
where properties of metals and
nonmetals are applied.
Day 4 SUMMATIVE TEST
The learner makes a chart, poster, or multimedia presentation of metals and nonmetals commonly used at home and industry.
Product – Rubric on making a chart, poster, or multimedia presentation of metals and nonmetals commonly used at home and industry

[QUARTER 2]
SUBJECT : SCIENCE -7

CONTENT STANDARD:
Students learn that organisms consist of cells, most of which are grouped into the organ systems that perform specialized functions.
PERFORMANCE STANDARD:
Students learn that asexual reproduction results in genetically identical offspring whereas sexual reproduction gives rise to variation.
PREPARED BY: Presentacion D. Salido

VALUES TO BE
TIME FRAME LEARNING CONTENT LEARNING COMPETENCIES INTEGRATED FORMATIVE AND INSTRUCTIONAL REFERENCES
(with success indicators, if needed) (relate this to the SUMMATIVE STRATEGIES
Vision-Mission & ASSESSMENT
Core Values TECHNIQUES
The learner…
PARTS AND 1) Differentiates organ systems,
WEEK 1 FUNCTIONS organs, tissues, cells from each
other.
 The learner 2) Identifies common diseases that
demonstrates affect the major organs of the
understanding body and their treatment.
of the different 3) Identifies parts of the
levels of microscope and their functions.
organization in 4) Differentiates plant and animal
 an organism. cells according to presence or
 The learner absence of certain organelles.
demonstrates 5) Describes the structures of
understanding microorganisms using a
that aside from microscope.
plants and 6) Identifies beneficial and harmful
animals, there microorganisms.
are other much 7) Explains why the cell is
smaller considered the basic structural
organisms that and functional unit of all
can only be organisms.
seen through
the microscope
many of which
consist only one
cell.
 The learner
demonstrates
understanding
of the levels of
organization
beyond the
organism such
as populations,
communities,
and ecosystems.
Day 1 32 Cells 32.1 Describe the meaning of a cell by RESPECT for 32.1Select Type Graphic Organizer - Pavico,
paraphrasing the meaning of a cell. minute organisms (Knowledge) – Rank Order Chart Josephine
- Santa Ana,
32.1.1 Modified Susan
Multiple Choice
(Appendix II)
Collaborative
32.2 Explain why the cell is considered Learning – Think-
the basic structural and functional unit 32.2Select Type Pair-Share
of all organisms by identifying the (Knowledge)
components of a cell. 32.2.2 Modified
Matching Type
 (Appendix III)

Day 2 33 Tissues 33 Identify the different kinds of tissues APPRECIATE 33Supply Type Graphic Organizer -Pavico, Josephine
by outlining the different kinds of other races’ skin (Process Skills) – – Fishbone Planner - Santa Ana, Susan
tissues in a given prepared slide. color 33.1 Fishbone
Planner
Day 3 34 Organs 34 Recognize the different organs of a PROTECT one’s 34 Select Type Graphic Organizer
human body by listing the different body (Knowledge) – Word Map
organs of a human body in a given 34.1 Modified
illustration. Matching Type
(Appendix III)
Day 4 35 Organs 35 Identify common diseases that affect PROTECT one’s 35 Supply Type Graphic Organizer -Pavico, Josephine
the major organs of the body and their body (Process Skills) – – Sequence Chain - Santa Ana, Susan
treatment by matching the common 35.1 Sequence Chain
diseases that affect major organs of the
body as to their treatment.
WEEK 2 Continuation…
Day 1 36 Organ Systems 36 Describe the relationship of the RESPECT each 36. Select Type Graphic Organizer
different organ systems by classifying person’s privacy (Knowledge) – Free form web
each organ in a given puzzle and give 36.1 Modified True
the relationship. or False (Appendix
I)

Day 2 37 Organ Systems 37 Differentiate organ systems, organs, RESPECT each 37 Supply Type Graphic Organizer -Pavico, Josephine
tissues, cells from each other by person’s privacy (Process Skills) – – What if? Chart - Santa Ana , Susan
constructing charts that compare and 37.1 Describing
contrast the level of organization. wheel

Day 3 38 Levels of 38 Describe the importance of the APPRECIATE and 38 Product Graphic Organizer -Santa Ana, Susan Jo-
Organization different levels of organization by PROTECT the Rubric on making – Sensory Details es Publishing House
outlining keywords in each level of highest value multimedia Chart Inc.
organization. presentation
showing how organ
systems interact with
each other to carry
out essential
processes of the
body
 Day 4 SUMMATIVE TEST
The learner employs appropriate techniques using standard tools or equipment to gather data about small objects.
Product – Rubric on employing appropriate techniques using standard tools or equipment to gather data about small objects
WEEK 3
Day 1 39 Microscope 39 Explain the use of a microscope by HUMILITY (There 39 Supply Type Graphic Organizer -Pavico, Josephine
listing the parts of a microscope. is greater than you; (Process Skills) – – Jumbled Bumbled -Santa Ana, Susan
You are nothing 39.1 Jumbled Bees
without Him) Bumbled Bees
Day2 40 Microscope 40 Identify the parts of a microscope by HUMILITY (There 40 Supply Type Graphic Organizer - Pavico,
naming the parts of a microscope in a is greater than you; (Process Skills) – – Semantic Feature Josephine
given illustration. You are nothing 40.1 Semantic Analysis - Santa Ana ,
without Him) Feature Analysis Susan

Day 3 41 Microscope 41 Explain the function of each part of HUMILITY (There 41 Select Type Collaborative - Pavico,
the microscope by describing each parts is greater than you; (Knowledge) Learning – Josephine
of the microscope. You are nothing 41.1 Modified SCAMPER - Santa Ana,
without Him) Matching Type Susan
(Appendix III)
Day 4 42 Microscope 42 Recognize the proper handling of a HUMILITY (There 42 Performance Graphic Organizer
microscope by recalling the ways in is greater than you; Rating scale on the – Flow Chart
handling properly the microscope and You are nothing proper handling of a
practicing the proper handling of without Him) microscope
microscope.
WEEK 4 Continuation…..
Day 1 43 Animal Cell 43 Describe an animal cell by listing the SOLIDARITY 43 Supply Type Graphic Organizer -Pavico, Josephine
parts of an animal cell. among people (Understanding) – Vocabulary Map - Santa Ana, Susan
43.1 Explanation
(Appendix IV)
Day 2 44 Plant Cell 44 Describe a plant cell by listing the APPRECIATE the 44 Supply Type Graphic Organizer -Pavico,Josephine
parts of a plant cell. essence of plants (Understanding) – Vocabulary Chart - Santa Ana, Susan
44.1 Explanation
(Appendix IV)
Day 3 45 Animal and Plant 45 Identify the parts and functions of theUNITY among 45 Supply Type Graphic Organizer - Pavico,
Cell animal and plant cell by matching the people and nature (Understanding) – Five W’s Josephine
parts and the functions of an animal and 45.1 Application - Santa Ana,
a plant cell in a given mix and match (Appendix IV) Susan
graphic organizer.
Day 4 46 Animal and Plant 46 Differentiate animal and plant cell by UNITY among 46 Supply Type Graphic Organizer Pavico, Josephine
 Cell creating a Venn diagram to compare and people and nature (Understanding) – Venn Diagram Santa Ana Susan
contrast animal and plant cell. 46.1 Empathy
(Appendix IV)
(Week 5) SUMMATIVE TEST
Day 1 The learner makes a chart comparing and contrasting the animal and plant cell.
Knowledge – Supply Type
The learner…
HEREDITY: 1) Compares asexual and sexual
WEEK 5 INHERITANCE AND reproduction.
VARIATION 2) Describes the process of
fertilization.
The learner 3) Differentiates offspring resulting
demonstrates from asexual reproduction with
understanding that that from sexual reproduction in
reproduction can be terms of similarities to parents.
asexual or sexual.
47 Recognize that the offspring that 47 Select Type Graphic Organizer - Santa Ana,
Day 2 47 Asexual result from asexual reproduction are RESPECT for (Knowledge) – Chart/Matrix Susan Jo-es
Reproduction genetically identical to the parents by every life 47.1 Modified Diagram Publishing
sketching the asexual reproduction and Matching Type House Inc.
its processes. (Appendix III)

Day 3 48 Sexual 48 Describe the process of fertilization RESPECT for 48 Product Graphic Organizer - Santa Ana,
Reproduction by listing the stages of fertilization. every life – Flow Chart Susan Jo-es
Publishing
House Inc.
Day 4 49 Sexual 49 Recognize that the offspring that RESPECT for 49 Select Type Collaborative - Santa Ana,
Reproduction result from sexual reproduction are every life (Knowledge) Learning – Hot Susan Jo-es
similar to the parents but not identical 49.1 Modified Potato publishing
by illustrating the sexual reproduction Matching Type House
and its processes. (Appendix III)

WEEK 6 Continuation…
Day 1 50 Asexual and Sexual 50 Compare asexual and sexual RESPECT for 50 Supply Type Graphic Organizer -Santa Ana, Susan
Reproduction reproduction by creating a compare and every life (Process Skills) – – Comparison and
contrast matrix. 50.1 Comparison contrast Chart
and contrast Chart
Day 2 51 Asexual and Sexual 51 Differentiate offspring resulting from RESPECT for 51 Supply Type Graphic Organizer -Santa Ana, Susan
 Reproduction asexual reproduction with that from every life (Process Skills) – – Venn Diagram
sexual reproduction in terms of 51.1 Venn Diagram
similarities to parents by creating a
Venn diagram to compare and contrast
asexual reproduction from asexual
reproduction.
Day 3 52 Asexual and Sexual 52 Identify the importance of sexual and RESPECT for 52 Select Type Graphic Organizer -Pavico, Josephine
Reproduction asexual reproduction by writing its every life (Knowledge) – Y-Chart Diagram phoenix, publishing
different attributes to life. 52.1 Modified True House
or False (Appendix - Santa Ana, Susan Jo-
I) es publishing house
Day 4 SUMMATIVE TEST
The learner conducts an interview with farmers on the kinds of plants that are best propagated asexually.
Performance – Rubric on conducting an interview with farmers on the kinds of plants that are best propagated asexually

ECOSYSTEMS The learner…

1) Identifies which of the things
The learner found in the environment are
WEEK 7 demonstrates biotic or abiotic.
understanding that 2) Describes the different
organisms interact with ecological relationships found in
each other and with an ecosystem.
their environment to 3) Describes how energy is
survive. transformed through the feeding
relationships.
4) Predicts the effect of changes in
one population on other
populations in the ecosystem.
5) Predicts the effect of changes in
abiotic factors on the ecosystem
6) Explains the importance of
individual and collective actions
on protecting and preserving
ecosystems.
Day 1 53 Components of an 53 Identify which of the things found in RESPECT for 53 Select Type Graphic Organizer - Pavico
ecosystem: Biotic the environment are biotic by giving every life (Knowledge) – Cause and Effect - Santa Ana
examples that are biotic. 53.1 Modified True
 or False (Appendix
I)

Day 2 54 Components of an 54 Identify which of the things found in RESOURCEFUL 54 Supply Type Graphic Organizer - Pavico
ecosystem: Abiotic the environment are abiotic by giving in the available (Process Skills) – – Tree Chart - Santa Ana
examples that are abiotic. materials in the 54.1 Tree Chart
surrounding
55 Ecological 55 Describe the relationship of CAMARADERIE 55 Supply Type Graphic Organizer -Pavico
Day 3 relationships: producers and consumers by creating a in dealing among(Process Skills) – – Sequencing Chart _ Santa Ana
Producers and food web and food chain. with peers 55.1 Sequencing
Consumers Chart
Day 4 56 Symbiotic 56 Describe parasitism and mutualism CAMARADERIE 56 Select Type Graphic Organizer -Pavico
relationships: by discussing its meaning. in dealing among (Knowledge) – Comparison and -Santa Ana
Parasitism, Mutualism with peers 56.1 Modified Contrast
Multiple Choice
(Appendix II)
WEEK 8 Continuation…
57 Non- symbiotic 57 Describe the different ecological CAMARADERIE 57 Select Type Graphic Organizer - Pavico
Day 1 relationships: relationships found in an ecosystem by in dealing among (Knowledge) – Spider Web - Santa Ana
Competition, predation enumerating the different ecological with peers 57.1 Modified
relationships. Multiple Choice
(Appendix II)
Day2 58 Transfer of energy 58 Describe how energy is transformed Be ENTHUSIATIC 58 Select Type Graphic Organizer - Pavico
through trophic levels through the feeding relationships by in everything you do (Knowledge) – Ladder Chart - Santa Ana
showing the relationship of producers 58.1 Modified
and consumers. Matching Type
(Appendix III)
Day 3 59 Importance of 59.1 Predict the effect of changes in TEAM SPIRIT 59.1 Performance Graphic Organizer
Ecosystem abiotic factors on the ecosystem by Rubric on initiating – Guess Map
modifying the effect of changes in biotic and participating in
factors on the ecosystem. activities that protect
and preserve
ecosystems in the
locality.

59.2 Explain the importance of 59.2 Select Type

individual and collective actions on (Knowledge) Collaborative
 protecting and preserving ecosystems by 59.2.1 Modified Learning – Think-
expressing its experiences on protecting Matching Type Pair-Share
and preserving the ecosystem. (Appendix III)

Day 4 SUMMATIVE TEST

The learner initiates and/or participates in the activities that protect and preserve ecosystems in the locality.
Performance – Checklist on initiating and/or participating in the activities that protect and preserve ecosystems in the locality

[QUARTER 3]
SUBJECT : SCIENCE -7

CONTENT STANDARD:
Students 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.

PERFORMANCE STANDARD:
Students demonstrate the different modes of heat transfer.
PREPARED BY: Presentacion D. Salido

VALUES TO BE
TIME FRAME LEARNING CONTENT LEARNING COMPETENCIES INTEGRATED FORMATIVE AND INSTRUCTIONAL REFERENCES
(with success indicators, if needed) (relate this to the SUMMATIVE STRATEGIES
Vision-Mission & Core ASSESSMENT
Values TECHNIQUES
The learner…
1) Describes the motion of an
object in terms of distance or
WEEK 1 MOTION IN ONE displacement, speed or velocity,
DIMENSION and acceleration.
 2) Differentiates quantities (in
The learner terms of magnitude and
demonstrates direction) using the concepts of
understanding of distance vs displacement and
motion of one- speed vs velocity.
direction. 3) Creates and interprets visual
representation of the motion of
objects such as tape charts and
motion graphs.
61 Describe the motion of an object in 61 Select Type Graphic Organizer -Pavico, Josephine
Day 1 60 Motion terms of distance or displacement, FREEDOM of (Knowledge) – Tree Chart Phoenix Publishing
speed or velocity, and acceleration by expression, abode, 61.1 Modified House Inc.
conducting an experiment in the motion travel, etc. Matching Type -Santa Ana, Susan Jo-
of an object and record its distance or (Appendix III) es Publishing House
displacement, speed or velocity, and Inc.
acceleration.

Day 2 61 Quantities 61 Differentiate distance and FOCUS on what you 61 Supply Type Graphic Organizer -Pavico, Josephine
(Magnitude and displacement and speed and velocity by want to attain in life (Process Skills) – – Venn Diagram Phoenix , Publishing
Direction) creating a dual Venn diagram 61.1 Venn Diagram House
comparing and contrasting the distance - Santa Ana ,Susan
and displacement and speed and
velocity.
Day 3 62 Tape Charts 62 Create and interpret visual INNOVATIVENESS 62 Product Graphic Organizer
representation of the motion of objects on the materials – Time line frame
using tape charts by revising and available
examining the visual representation of
the motion of objects in a given tape
chart.
63 Create and interprets visual 63 Product Graphic Organizer
Day 4 63 Motion Graphs representation of the motion of objects INNOVATIVENESS – Ice cream cone
using motion graphs by revising and on the materials
examining the visual representation of available
the motion of objects in a given motion
graph.
(Week 2) SUMMATIVE TEST
Day 1 The learner discusses how motion detectors are used in detecting over speeding vehicles.
Knowledge – Supply type
 The learner…
1) Infers that energy, like light and
sound, travels in the form of
WEEK 2 WAVES waves.
2) Explains how waves carry
The learner energy from one place to
demonstrates another.
understanding of 3) Distinguishes between transvers
waves as carriers of and longitudinal waves and
energy. mechanical and electromagnetic
waves.
4) Uses a model to demonstrate the
relationship among frequency,
amplitude, wavelength, and
wave velocity.
64.1 Describe what is meant by waves 64.1 Select Type Graphic Organizer Pavico,Josephine
by paraphrasing the meaning of waves. (Knowledge) – Tree Chart -Santa Ana, Susan
Day 2 64 Concept of RESILIENCY in 64.1.1 Modified
Waves 64.2 Infer that energy, like light and every problem Multiple Choice
sound, travels in the form of waves by (Appendix II)
concluding something from reasoning Collaborative
in the experimental data gathered about 64.2 Select Type Learning – 3-2-1
waves. (Knowledge)
64.2.1 Modified
Matching Type
(Appendix III)

Day 3 65 Concept of 65 Explain how waves carry energy CONFIDENCE in 65 Supply Type Graphic Organizer - Pavico,
Energy from one place to another by writing the handling situations (Process Skills) – – Step by step Josephine
process of how waves carry energy 65.1 Step by step Chart - Santa Ana,
from one place to another. Chart Suan
Day 4 66 Transverse vs 66 Distinguish between transvers and FLEXIBILITY in 66 Supply Type Graphic Organizer - Pavico,
Longitudinal Waves longitudinal waves by identifying either every good and not- (Process Skills) – – Comparison and Josephine
transverse wave or longitudinal wave in so-good situations 66.1 Comparison Contrast - Santa Ana,
a given illustration. and contrast Susan
WEEK 3 Continuation…..
Day 1 67 Mechanical vs 67 Distinguish between mechanical and FLEXIBILITY in 67 Supply Type Graphic Organizer -Pavico, Josephine
 Electromagnetic electromagnetic waves by identifying every good and not- (Process Skills) – – Venn Diagram Phoenix Publishing
Waves either mechanical wave or so-good situations 67.1 Venn Diagram House Inc
electromagnetic wave in a given - Santa Ana,
illustration. Susan, Jo-es
Publishing
House
68 Identify the characteristics of waves 68 Select Type Graphic Organizer
Day 2 68 Characteristics of by listing the characteristics of waves in RESILIENCY in (Knowledge) – ISP Chart
Waves a video presentation. every problem 68.1 Modified True (Information,
or False (Appendix Sources, Pages)
I)
Day 3 69 Characteristics of 69 Use a model to demonstrate the RESILIENCY in 69 Select Type Graphic Organizer
Waves relationship among frequency, every problem (Knowledge) – Sense Chart
amplitude, wavelength, and wave 69.1 Modified
velocity by creating a concept map Multiple Choice
illustrating the connection of frequency, (Appendix II)
amplitude, wavelength, and wave
velocity.
Day 4 SUMMATIVE TEST
The learner develops awareness of the potential risks brought about by big waves like tsunamis.
Knowledge – Supply type
The learner…
WEEK 4 SOUND 1) Uses the concepts of
wavelength, velocity, and
The learner amplitude to describe
demonstrates characteristics of sound such as
understanding of the pitch, loudness and quality.
characteristics of 2) Demonstrates changes in pitch
sound such as pitch and loudness using real or
and loudness. improvised musical instrument
through fair testing.
3) Explains sound production in
the human voice box and how
pitch, loudness and quality of
sound vary from one person to
another.
4) Describes how organisms
produce, transmit and receive
 sound of various frequencies
(infrasonic, audible and
ultrasonic sound).
70.1 Describe the concept of sound by 70.1 Select Type Graphic Organizer -Pavico, Josephine ,et
Day 1 70 Concept of writing in its own words the meaning of PRAGMATIC way (Knowledge) – Spider Web al Phoenix publishing
Sound and its sound. of thinking 70.1.1 Modified House Inc.
Characteristics True or False -Santa Ana, Susan
(Appendix I) Phoenix Publishing
70.2 Use the concepts of wavelength, Graphic Organizer House Inc.
velocity, and amplitude to describe 70.2 Select Type – Flow Chart
characteristics of sound such as pitch, (Knowledge)
loudness and quality by creating a 70.2.1 Modified
diagram to describe the characteristics Matching Type
of sound to the connection of (Appendix III)
wavelength, velocity and amplitude.

71 Demonstrate changes in pitch and 71 Performance Teaching Strategy –

Day 2 71 Pitch and loudness using real or improvised SENSITIVITY to Demonstration
Loudness musical instrument through fair testing other people when
by interpreting the data gathered from talking
the experiment conducted.
72 Explain sound production in the PROTECT one’s 72 Select Type Graphic Organizer
Day 3 72 Sound Production human voice box and how pitch, vocal chord (Knowledge) – Problem-solution
loudness and quality of sound vary from 72.1 Modified box
one person to another by distinguishing Matching Type
and its unique features using random (Appendix III)
people to compare and contrast its voice
box.

Day 4 73 Transmitting and 73 Describe how organisms produce, PRUDENCE in 73 Select Type Graphic Organizer
Receiving Sound transmit and receive sound of various conveying thoughts to (Knowledge) – Balloon Chart
frequencies (infrasonic, audible and other people 73.1 Modified
ultrasonic sound) by outlining the Matching Type
important terms in producing, (Appendix III)
transmitting and receiving sound of
various frequencies.
 SUMMATIVE TEST
(Week 5) The learner creates harmonious music using indigenous products.
Day 1 Product – Rubric on creating harmonious music using indigenous products
The learner…
1) Relates characteristics of light
WEEK 5 such as color and intensity to
LIGHT frequency and wavelength.
2) Designs and implements an
The learner experiment that shows that light
demonstrates travels in a straight line.
understanding of the 3) Investigates the relationship
characteristics of between light intensity and the
light: Intensity or distance from a light source
Brightness and through fair testing.
Color.

Day 2 74 Concept of light 74 Describe the meaning of light by POSITIVE 74 Select Type Graphic Organizer
stating what is meant by light in its OUTLOOK in life (Knowledge) – Garden Gate
words. 74.1 Modified
Multiple Choice
(Appendix II)
Day 3 75 Characteristics of 75 Relate characteristics of light such as Find HOPE in every 75 Select Type Collaborative
Light color and intensity to frequency and problem (Knowledge) Learning – Hot
wavelength by observing different light 75.1 Modified Potato
producing materials in the environment. Matching Type
(Appendix III)

Day 4 76 How Light 76 Design and implements an HOPEFULNESS 76 Product Graphic Organizer
Travels? experiment that shows that light travels – ISP Chart
in a straight line by demonstrating and
explaining how light travels in a straight
line.
(Week 6) 77 Investigate the relationship between 77 Performance Collaborative
Day 1 77 Relationship of light intensity and the distance from a GOD-FEARING Learning – Gowin’s
Light Intensity and light source through fair testing by Vee
 Light Source interpreting the data gathered in the test
conducted.
Day 2 SUMMATIVE TEST
The learner chooses proper lighting in activities in doing various activities like reading and road travel.
Knowledge – Select type
The learner…
1) Infers the conditions necessary
WEEK 6 HEAT for heat transfer to occur.
2) Explains different modes of heat
The learner transfer in terms of the
demonstrates movement of particles.
understanding of the 3) Identifies good and poor
different modes of conductors of heat and describe
heat transfer: their specific uses.
Conduction,
Convection,
Radiation.

Day 3 78 Concept of Heat 78 Describe what is meant by a heat by SELF-DISCIPLINE 78 Select Type Graphic Organizer
paraphrasing the meaning of heat. when the blood (Knowledge) – Inverted Triangle
pressure is high Modified
78.1 Multiple
Choice (Appendix
II)
79 Heat Transfer 79 Infer the conditions necessary for SELF-DISCIPLINE 79 Select Type Collaborative
Day 4 heat transfer to occur by writing when the blood (Knowledge) Learning – Think-
required degree of conditioning for heat pressure is high 79.1 Modified True Pair-Share
transfer to happen. or False (Appendix
I)
WEEK 7 Continuation…..
Day 1 80 Heat Transfer 80 Explain different modes of heat LOW- 80 Select Type Graphic Organizer
transfer in terms of the movement of TEMPERAMENT (Knowledge) – Ticktacktoe
particles by synthesizing the important 80.1 Modified
modes of heat transfer in terms of the Multiple Choice
movement of particles in a given (Appendix II)
diagram.
Day 2 81 Conductors 81 Identify good and poor conductors of LOW- 81 Select Type Graphic Organizer -Pavico, Josephine
heat and describe their specific uses by TEMPERAMENT (Knowledge) – Observation Phoenic Publishing
 examining the different heat producing 81.1 Modified Chart house Inc.
materials found in the environment. Multiple Choice
(Appendix II)

Day 3 SUMMATIVE TEST

The learner chooses right materials for a particular purpose for cooking, food storage, and building homes.
Knowledge – Supply type
Day 4 82 Introduction of 82 Describe the meaning of electricity Graphic organizer
the Concept of by recalling the concept of electricity.
Electricity
Graphic Organizer
The learner… – Persuasion Map
WEEK 8 ELECTRICITY 1) Differentiates the three types of
charges.
The learner 2) Demonstrates the different types
demonstrates of charging processes.
understanding of 3) Explains the importance of
charges and the earthing or grounding.
different charging 4) Describes how a lightning rod
processes. works.
83.1 Differentiate the three types of 83.1 Supply Type Graphic Organizer -Pavico, Josephine,
Day 1 83 Types of Charges charges by categorizing its different ENTHUSIASM (Process Skills) – – Sandwich Phoenix Publishing
features using a graphic organizer. 83.1.1 Venn house Inc.
Diagram
83.2 Demonstrate the different types of _ Santa Ana, Susan Jo-
charging processes by employing 82.2 Select Type es Publishing House
different electrical connections. (Knowledge) Inc.
82.2.1 Modified
Matching Type
(Appendix III)

Day 2 84 Importance of 84 Explain the importance of earthing HUMBLE 84 Select Type Graphic Organizer
Earthling or grounding by writing its significance (Knowledge) – Persuasion Map
to the environment. 84.1 Modified True
or False (Appendix
I)
Day 3 85 Lightning Rod 85 Describe how a lightning rod works HUMBLE 85 Select Type Graphic Organizer
by demonstrating the different ways of (Knowledge) – Sandwich
 how a lightning rod functions. 85.1 Modified True
or False (Appendix
I)

Day 4 SUMMATIVE TEST

The learner protects oneself during thunderstorm.
Performance – Rating scale on protecting oneself during thunderstorm

[QUARTER 4]
SUBJECT : SCIENCE -7

CONTENT STANDARD:
 Students learn to locate places using a coordinate system.
 Students discover that our country’s location near the equator and along the Ring of Fire influences what makes up the Philippine
environment.
PERFORMANCE STANDARD: Students demonstrate the occurrence of seasons and eclipses as a result of motions of the Earth and the Moon.

PREPARED BY: Presentacion D. Salido

VALUES TO BE
TIME FRAME LEARNING CONTENT LEARNING COMPETENCIES INTEGRATED FORMATIVE AND INSTRUCTIONAL REFERENCES
(with success indicators, if needed) (relate this to the SUMMATIVE STRATEGIES
Vision-Mission & Core ASSESSMENT
Values TECHNIQUES
The learner…
1) Demonstrates how places on
earth may be located using a
WEEK 1 THE PHILIPPINE coordinate system.
ENVIRONMENT 2) Describes the location of the
Philippines with respect to the
The learner continents and oceans of the
demonstrates world.
understanding of the 3) Recognizes that soil, water,
characteristics of the rocks, coal, and other fossil
Philippine fuels are Earth materials.
environment and its 4) Recognizes that Earth materials
 natural resources, provide many of our resources.
including the ways 5) Describes ways using Earth’s
by which these resources wisely.
resources are
conserved and
protected.
Day 1 86 Location of the 86 Familiarize how to use the PATRIOTISM 86 Select Type Graphic Organizer -Pavico, Josephine
Philippines using a coordinate system by outlining the steps (Knowledge) – Tree Chart Phoenix publishing
coordinate system in using the coordinate system. 86.1 Modified True house Inc.
or False (Appendix - Santa Ana ,
I) Susan Jo-es
Publishing
House Inc.
Day 2 87 Location of the 87 Demonstrate how places on earth PATRIOTISM 87 Select Type Collaborative
Philippines using a may be located using a coordinate (Knowledge) Learning –
coordinate system system by sketching the process on 87.1 Modified SCAMPER
locating places using a coordinate Multiple Choice
system. (Appendix II)

Day 3 88 Location of the 88 Describe the location of the RESPECT each other 88 Select Type Graphic Organizer
Philippines with Philippines with respect to the (Knowledge) – Flow Chart
respect to continents and oceans of the world by 88.1 Modified
landmasses and illustrating a map to look at the location Matching Type
bodies of water of the Philippines with respect to the (Appendix III)
continents and oceans of the world.
Day 4 89 Earth’s Materials 89 Recognize that soil, water, rocks, RESPECT the 89 Select Type Collaborative
coal, and other fossil fuels are Earth environment (Knowledge) Learning – Bulb’s
materials by listing its elements why 89.1 Modified Up
such things are considered Earth Matching Type
materials. (Appendix III)

WEEK 2 Continuation…
Day 1 90 Earth’s Materials 90 Recognize that Earth materials RESPECT the 90 Select Type Graphic Organizer
provide many of our resources by environment (Knowledge) – Sense Chart
stating the different resources we can 90.1 Modified
benefit from earth materials. Multiple Choice
(Appendix II)
 Day 2 91 Protection and 91 Describe ways using Earth’s WISE 91 Select Type Graphic Organizer
Conservation of resources wisely by outlining the (Knowledge) – Ladder Map
Natural Resources manner of using earth materials based 91.1 Modified
on personal experience. Matching Type
(Appendix III)

Day 3 92 Protection and 92 Raise awareness in protecting and STEWARD OF 92 Performance Collaborative
Conservation of conserving the natural resources by NATURE Learning – Hot
Natural Resources creating placards and street signs Potato
indicating the protection of the
environment and being an example to
the people. For instance, segregating
properly the waste materials.
Day 4 SUMMATIVE TEST
The learner practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels) in the community.
Performance – Rubric on conserving and protecting of resources (soil, water, rocks and minerals, fossil fuels) in the community
The learner…
WEEK 3 INTERACTIONS 1) Describes the different layers of
IN THE the atmosphere.
ATMOSPHERE 2) Illustrates how some human
activities affect the atmosphere.
The learner 3) Explains how energy from the
demonstrates sun enters the atmosphere.
understanding of the 4) Accounts for the occurrence of
different phenomena land and sea breezes, and
that occur in the monsoons.
atmosphere and how 5) Explains for the occurrence of
they affect human the intertropical convergence
activities. zone (ITCZ).
6) Describes the effects of certain
weather systems in the
Philippines.
Day 1 93 Layers of the 93 Describe the different layers of the UNITY among peers 93 Select Type Graphic Organizer
Atmosphere atmosphere by giving examples of what (Knowledge) – Spider Web
are some significant events in each 93.1 Modified
layer. Matching Type
(Appendix III)
94 Familiarize the effect of global STEWARD OF 94 Select Type Graphic Organizer
 Day 2 94 Greenhouse warming by listing different NATURE (Knowledge) – Idea Wheel
effect/Global environmental problem brought by 94.1 Modified
Warming global warming. Multiple Choice
(Appendix II)
Day 3 95 Greenhouse 95 Illustrate how some human activities STEWARD OF 95 Select Type Collaborative
effect/Global affect the atmosphere by interpreting NATURE (Knowledge) Learning – Role
Warming the process of affecting the atmosphere 95.1 Modified True Playing
in a given scenario. or False (Appendix
I)

Day 4 96 How the Sun 96 Explain how energy from the sun CONFIDENCE in 96 Select Type Collaborative
Enters in the enters the atmosphere by ordering the every opportunity (Knowledge) Learning – Hot
Atmosphere? process of how energy from the sun given 96.1 Modified Potato
enters the atmosphere. Multiple Choice
(Appendix II)

WEEK 4 Continuation
Day 1 97 Land and Sea 97 Account for the occurrence of land OPTIMISM in life 97 Supply Type Graphic Organizer
Breezes/Monsoons and sea breezes, and monsoons by (Process Skills) – – Garden Gate
synthesizing why such phenomenon 97.1 Garden Gate
occurs.
Day 2 98 Intertropical 98 Explain for the occurrence of the RESILIENCY in 98 Supply Type Graphic Organizer
Convergence Zone intertropical convergence zone (ITCZ) every problem (Process Skills) – – Fact and Opinion
(ITCZ) by illustrating how ITCZ occurs. 98.1 Fact and Chart
Opinion Chart
Day 3 99 Intertropical 99 Describe the effects of certain RESILIENCY in 99 Select Type Graphic Organizer
Convergence Zone weather systems in the Philippines by every problem (Knowledge) – Describe Wheel
(ITCZ) outlining the instances that people 99.1 Modified
experience every summer or winter. Multiple Choice
(Appendix II)

Day 4 SUMMATIVE TEST

The learner plans for extreme weather conditions such as torrential rains during monsoons.
Knowledge – Supply Type

The learner…
1) (using models) Relates:
-the tilt of the Earth to the length
 of daytime.
-the length of daytime to the
WEEK 5 SEASONS IN THE amount of energy received.
PHILIPPINES -the position of the Earth in its
orbit to the height of the Sun in
The learner the sky
demonstrates -the height of the Sun in the sky
understanding of to the amount of energy
relationship of the received.
seasons and the -the latitude of an area to the
position of the Sun amount of energy the area
in the sky. receives.
2) Shows what causes the seasons in
the Philippines to change using models.
Day 1 100 Relation of 100 Describe the relationship of seasons FLEXIBILITY in 100 Select Type Graphic Organizer
seasons to the to the position of the Sun in the sky life (Knowledge) – E-Chart
position of the Sun (using models) Relate: 100.1 Modified
in the sky -the tilt of the Earth to the length of Multiple Choice
daytime by interpreting the given model (Appendix II)
to explain the tilt of the Earth to the
length of daytime.
Day 2 101 Relation of 101 (using models) Relate: FLEXIBILITY in 101 Select Type Graphic Organizer
seasons to the -the length of daytime to the life (Knowledge) – Describe Wheel
position of the Sun amount of energy received by 101.1 Modified
in the sky interpreting the given model to explain Multiple Choice
the length of daytime to the amount of (Appendix II)
energy received.

102 Relation of 102 (using models) Relate: FLEXIBILITY in 102 Select Type Graphic Organizer
seasons to the -the position of the Earth in its orbit to life (Knowledge) – Idea Wheel
Day 3 position of the Sun the height of the Sun in the sky by 102.1 Modified
in the sky interpreting the given model to explain Multiple Choice
the position of the Earth in its orbit to (Appendix II)
the height of the Sun in the sky.

Day 4 103 Relation of 103 (using models) Relate: FLEXIBILITY in 103 Select Type Graphic Organizer
seasons to the -the height of the Sun in the sky life (Knowledge) – Spider Web
position of the Sun to the amount of energy received by 103.1 Modified
 in the sky interpreting the given model to explain Multiple Choice
the height of the Sun in the sky to the (Appendix II)
amount of energy received.

WEEK 6 Continuation….
Day 1 104 Relation of 104 (using models) Relate: FLEXIBILITY in 104Select Type Graphic Organizer
seasons to the -the latitude of an area to the life (Knowledge) – Flow Chart
position of the Sun amount of energy the area receives by 104.1 Modified
in the sky interpreting the given model to explain Multiple Choice
the latitude of an area to the amount of (Appendix II)
energy the area receives.

Day 2 105 Causes of 105 Show what causes the seasons in RESISTANCE in 105 Supply Type Graphic Organizer
seasons in the the Philippines to change using models storms and chaos (Process Skills) – – Step by step
Philippines by explaining the given model in its brought by Nature 105.1 Step by step Chart
own words. Chart
Day 3 106 Causes of 106 Describe the relationship of the RESISTANCE in 106 Performance Graphic Organizer
seasons in the seasons and the position of the Sun in storms and chaos – Idea Rake
Philippines the sky by developing a diagram to see brought by Nature
the relationship of the seasons and the
position of the Sun in the sky.
Day 4 SUMMATIVE TEST
The learner plans activities appropriate to the seasons in the Philippines.
Knowledge – Supply Type
The learner…
WEEK 7 ECLIPSES 1) Communicates how solar and
lunar eclipses occur.
The learner 2) Collects, records and reports
demonstrates data on the beliefs and practices
understanding of the of the community in relation to
occurrence of eclipses.
eclipses.
Day 1 107 Why eclipses 107 Describe the occurrence of eclipse INDUSTRY in 107 Select Type Graphic Organizer
occur? by identifying the factors why eclipses everything you do (Knowledge) – Bubbles Chart
occur. even if it is still 107.1 Modified
obscure because in Multiple Choice
the long run, you will (Appendix II)
reap what you sow
Day 2 108 Concept of 108.1 Describe the concept of lunar HARD WORK in 108.1 Select Type Graphic Organizer
Lunar and Solar eclipse by drawing how lunar eclipse your craft (Knowledge) – Tree Chart
Eclipse occurs. 108.1.1 Modified
Multiple Choice
(Appendix II)

108.2 Select Type

(Knowledge) Collaborative
108.2 Describe the concept of solar 108.2.1 Modified Learning – Station
eclipse by drawing how solar eclipse Matching Type Stop
occurs. (Appendix III)
Day 3 109 Solar and Lunar 109 Differentiate solar and lunar eclipse DILIGENCE in 109 Select Type Graphic Organizer
Eclipses by creating a Venn diagram to see the studying the lesson (Knowledge) – Comparison and
comparison and contrast. even if it is still 109.1 Modified Contrast
obscure because in Multiple Choice
the long run, you will (Appendix II)
reap what you sow

Day 4 SUMMATIVE TEST

The learner discusses whether or not beliefs and practices about eclipses have scientific basis.
Knowledge – Supply type