SCIENCE - DBOW Final-1

MELCs Definitive
Budget of Work
(DBOW)
SCIENCE
MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN SCIENCE
This Definitive Budget of Work in Science 3 to 10 is

centered on the Most Essential Learning
Competencies (MELCs) which are mapped based
on what every Science learner must exhibit at the
end of each quarter per grade level. This mapping
of MELCs will be taught in flexible time to ensure full
coverage, with the enabling learning
objectives arranged in a manner that keeps track of
learners’ progress towards the attainment of each
MELC.
Why is there a need to unpack the MELCs in

Science?
To understand why there is a need to unpack the MELC for the period it must be taught, we need to recognize that each MELC consists
of a set of learning experiences that a learner must have, spread out in a period optimized according to his or her developmental
needs and readiness. For example, in the First Quarter of Grade 3, there are only two MELCS to be taught. Hence, unpacking, or
sub-tasking, is needed to give the science teachers directions in planning their lessons and creating activities for their learners about
the given MELCs especially that learning takes place remotely nowadays. The MELCs were unpacked based on the duration of a
particular competency where the spiral progression of the curriculum was considered, and the mastery of skills will be unfolded since
an ample amount of time is emphasized. In breaking down each MELC in its respective learning experiences (or daily lesson
objectives), the learners will achieve a level of mastery in pre-requisite knowledge and skills before moving forward to subsequent and
enhancement skills.
It is also noteworthy to consider here that this Definitive Budget of Work takes into account the results of the MELCs Audit Survey
obtained the previous year. The MELCs Audit results provided relevant information on the MELCs which were reportedly not taught due
to various reasons. This MELCs DBOW is an intervention that addresses this gap in the implementation of the Science curriculum in that it
provides a well-defined guide for teachers on the prerequisite MELCs that were not taught in the previous year. Thus, this MELCs DBOW
assists the teachers in helping them adapt to the new normal of learning delivery.
Features/Elements
The MELCs Definitive Budget of Work (DBOW) in science is a resource material in teaching Science that contains learning competencies
in a sequence of domain/strands per quarter as follows:
Quarte G3 G4 G5 G6 G7 G8 G9 G10
r
I Matter Matter Matter Matter Matter Force, Living Earth and

Motion, Things Space
and and
Energy Environment
II Living Living Living Living Things Living Earth and Matter Force,
Things Things Things and Things Space Motion,
and and and Environment and and
Environment Environment Environment Environment Energy
III Force, Force, Force, Force, Force, Matter Earth and Living
Motion, Motion, Motion, Motion, and Motion, Space Things
and and and Energy and and
Energy Energy Energy Energy Environment
IV Earth and Earth and Earth and Earth and Earth and Living Force, Matter
Space Space Space Space Space Things Motion,
and and
Environment Energy
Each domain is composed

of strands taught every
quarter in spiral
progression from Grades 3
to Grade 10, given as
follows:
● Matter (MT) -
Changes that Matter
Undergo, Properties
and Structure of Matter
● Living Things and
Their Environment
(LT) - Parts and
Functions of Animals
and Plants,
Heredity:
Inheritance and
Variation,
Biodiversity and
Evolution,
Ecosystem
● Force, Motion and
Energy (FE) - Force and
Motion, Energy
● Earth and Space (ES)
- Geology, Meteorology, Astronomy
How to Use this DBOW
There are 187 MELCs for science across grade levels. The table below summarizes the number of MELCs in Science per Quarter per
Grade level.
Grad QUARTE QUARTE QUARTE QUARTE TOTAL
e R1 R2 R3 R4 NUMBER OF
MELCs
3 2 12 2 4 20
4 4 8 4 7 23
5 3 7 6 5 22
6 2 5 3 6 16
7 5 9 7 6 27
8 9 6 4 11 30
9 5 7 6 8 26
10 5 6 8 4 23
In using the DBOW in
Science, it is
important to
understand the
figure below
marked by the following specifications:
The MELCs DBOW in Science shows the Most Essential Learning Competencies (MELCs) that every learner is expected to achieve at the
end of each quarter by grade level. The letter A represents the quarter in the grade level of science domain/strand with the intended
MELC. The letter B shows the Content Standard and letter C shows the Performance Standard. Letter D shows the continuous numbering
of MELC per grade level/quarter. Letter E represents the given MELCs, while letter F is the Unpacked /Sub-tasked Competencies based
on the given MELCs and the days of the unpacked competencies are based on the time allotment or duration given in the MELCs.
Letter G represents the number of days the said MELCs should be taught. For elementary, Science is taught for 50 minutes for five days
while in JHS, Science is taught for 60 minutes, 4 days a week. Letter H is the remarks where the needed prerequisite skills/concepts can
be found prior to the discussion of the MELCs. These are the competencies that were not taught in the previous grade level based on
the MELCs audit.
Science teachers should:
● look for the grade level they are handling and the existing quarter at the time of teaching-learning delivery;
● check the MELC to be taught in a particular quarter and the corresponding unpacked competencies based on the time
allotment given;
● consider the remarks column for the prerequisite skills/ topics needed prior to the teaching of the said MELCs which were not
taught in the previous grade levels based on the MELCs Audit result.
● If there are untaught competencies stated in the remarks column, kindly consider the suggestions given for the attainment of such
competencies before the discussion of the MELCs for the current grade level and quarter
● take note that the first LC or set of LCs in the DBOW becomes the first lesson to be taught in a quarter;
● design lessons using the DBOW considering the number of days the LCs must be taught; and
● deliver the LCs as specified in the DBOW/quarter using varied platforms of teaching and learning modalities /Blended Learning.
This DBOW is flexible. Once you are done with the MELCs for a particular quarter and you are sure that your learners have learned
and have mastered the MELCs already, you may proceed to the next MELCs.
MELCs DEFINITIVE BUDGET OF WORK FOR SY 2021-2022
Science
GROUP MATTER LIVING THINGS AND FORCE, MOTION, AND EARTH AND SPACE
THEIR ENVIRONMENT ENERGY
TEAM Don King O. Evangelista Marvin L. Diaz Michelle M. Carranza Digna C.

LEADERS Navotas National Science High Quezon City High School Pasay City National Science Paningbatan Quezon
School Navotas City Quezon City High School Pasay City City Science High School SDO
Quezon City
TEAM Stephanie M. Salom Sarah Jane O. Pelos Joseph A. Villaralvo Dr. Efren E. Canzana
MEMBERS Pasolo Elementary School Doña Pilar C. Gonzaga San Antonio Elementary School PSDS Pasay City
Valenzuela City City Elementary School Paraῆaque City
Mandaluyong City
Maria Alma D. Felina
Marichu G. Nazareno Limmuel J. Opao Fortune High School Marikina City
Manuel L. Quezon Elementary Dolores L. Sunga Ninoy Aquino Elementary School
School Caloocan City Emilio Jacinto Elementary Malabon City
School Manila City Berneth J. Sapaden
Poblacion National High
Cristina D. Montajes Geline Prisca T. Pacon School Muntinlupa City
TS Cruz Elementary School Arsenio R. Ranay Tala High School Caloocan City
Las Piñas City Ninoy Aquino Elementary
Mildred P. Corpuz
School Malabon City Maria Clarissa G. Tangos National High
Mary Grace F. Bumanlag Bergado Cayetano Arellano School Navotas City
President Diosdado Macapagal Jan Marie E. Daylo High School
High School Las Piñas City National Manila
Taguig City and Pateros Science High School Maria Lourdes G.
Las Piñas City Ferdinand Bautista Del Rosario
Edelito G. Villamor Manila Science High School La Huerta Elementary School
Tala High School Parañaque City
Caloocan City Virgilio D. Alcayde Manila
Novaliches High School
Quezon City Jeffrey Policarpio Shydney A. Bayanito
Joselle Ira I. Liwanag Paraῆaque National High School Padre Burgos Elementary
San Juan National High School Main Paraῆaque City School Pasay City
San Juan City Haizel T. Gilua
Makati Science High School
Makati City Noli A. Bendo
San Isidro National High School Janeth D. Morte
Main Makati City
Edwin T. Guillermo San Lorenzo Ruiz Elementary
Kalayaan National High School
School Caloocan City Pasig City
SCIENCE Dr. Corazon Javier Dr. Maria Pilar O. Roxane Villanueva Dr. Maripaz T.
SUPERVIS Parañaque City Capalongan Mandaluyong City Mendoza SDO Pasay City
ORS Quezon City
Dr. Raquel Austero Dr. Manolo Davantes Dr. Lea Q. Prondo
Las Piñas City Dr. Emiterio D. Malabon City SDO Valenzuela City
Macarubbo
Dr. Marivic Almo Caloocan City Rebecca Roxas Ms. Jessica S. Mateo
Taguig City and Pateros Manila SDO Marikina City
Dr. Armida Oblinada
Dr. Liza Alvarez
Pasig City
Muntinlupa City Dr. Hernan L.
Apurada SDO Makati
Mr. Russel Samson City
Navotas City
Dr. Bradley Loo

San Juan City
SCIENCE 3
QUARTER 1: MATTER
Content Standard: The learners demonstrate understanding of ways of sorting materials and describing them as solid, liquid, or
gas based on observable properties.
Performance Standard: Group common objects found at home and in school according to solids, liquids, and gas.
# MELC Number of days taught Remarks
1 Classify objects and materials as solid, liquid, and 10 Days

gas based on some observable characteristics. (Note: Science is taught
(S3MT-Ia-b-1) five times a week (ELEM) in
this case since MELC 1 is
Day 1: Describe and group the observable good for 2 weeks it means
characteristics of the solid materials according to that this MELC should be
their properties (size, shape, and texture). taught in 10 days)
Day 2: Describe and group the observable

characteristics of the solid materials according to
their properties (odor, taste, and weight).
Day 3: Name and describe the properties of

liquid according to its taste and smell.
Day 4: Name and describe the properties of gases.
Day 5: Name and group the materials found at

home or in school as solid, liquid, or gas.
Day 6: Classify common solids that can be found at

home or in school according to softness and
hardness.
Day 7: Classify common solids that can be found

at home or in school according to their weight
(heavy and light).
Day 8: Classify common liquids that can be found

at home or in school according to smell (fragrant,
odorless, or with foul odor).
Day 9: Classify common liquids that can be found

at home or in school according to ease of flow.
Day 10: Describe proper ways in handling solid

and liquid materials, and materials that contain
gas that can be found at home / in
school/community.
2 Describe changes in materials based on the effect of 15 Days

temperature:
1. solid to liquid (Note: Science is taught
2. liquid to solid five times a week (ELEM)
in this
3. liquid to gas case since MELC 2 is good

4. solid to gas for 3 weeks it means that
(S3MT-Ih-j-4) this MELC should be
taught in 15 days)
Day 1: Define change operationally and
identify materials that undergo change.
Day 2: Identify and describe changes in

materials before and after heating.
Day 3: Identify and describe changes in

materials before and after freezing.
Day 4: Identify and describe the changes in

materials before and after allowing them to stand
at room temperature.
Day 5: Identify and describe the changes in

solid materials when turned into gas.
Day 6: Describe the changes that occurred when

solid materials transformed into liquid.

liquid materials transformed into solid.

liquid materials transformed into gas.

solid materials transformed into gas.
Day 10: Group the examples of materials that

undergo a change from solid to liquid and liquid to
solid.
Day 11: Group the examples of materials that

undergo a change from liquid to gas and solid to
gas.
Day 12: Observe and explain the different changes

of materials as affected by temperature.
Day 13: Cite household/school/community activities

that are dependent on the changes in materials
based on the changes of temperature.
Day 14-15: Perform two simple activities at home

which involve a change of materials due to
temperature.
QUARTER 2: LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate an understanding of parts and functions of the sense organs of the human body.
Performance Standard: The learners should be able to practice healthful habits in taking care of the sense organs.

3 Describe the functions of the sense organs of the 5 Days
human body (S3LT-lla-b-1) (Note: Science is taught
five times a week (ELEM)
Day 1: Identify and describe the parts of the eyes and
in this case since MELC 3
proper ways of caring for the eyes.
is good for 1 week it
Day 2: Identify and describe the parts of the ears and means that this MELC
proper ways of caring for the ears. should be taught in 5
days)
Day 3: Identify and describe the parts of the nose and
proper ways of caring for the nose.
Day 4: Identify and describe the parts of the tongue

and proper ways of caring for the tongue.
Day 5: Identify and describe the parts of the skin and

proper ways of caring for the skin.
Suggested Task:
Demonstrate the proper ways of caring for our sense
organ using creative arts and video clips.
Content Standard: The learners demonstrate understanding of the parts and functions of animals and their importance to humans.
Performance Standard: The learners should be able to enumerate ways of grouping animals based on their structure and importance.
4 Describe animals in their immediate surroundings. 5 Days

(S3LT llc-d-3) Note: Science is taught
five times a week in
Day 1-2: Identify and describe animals around (ELEM)in this case since
you (House, School, Community). MELC 4 and 5 is good for
1 week; it means that this
5 Identify the parts and functions of animals. MELC should be taught in
(S3LT-llc-d-4) 5 days)
Day 3-5 Identify the parts and functions of animals as
seen in the School, Home, and Barangay.
6 Classify animals according to body parts and their 5 Days
uses. (S3LT-llc-d-5) Note: Science is taught
Day 1: Classify animals according to their (ELEM) in this case since
body coverings. MELC 6 and 7 is good for 1
week it means that this
Day 2: Classify animals according to their MELC should be taught in
movements (walk, crawl, swim, and fly). 5 days)
Day 3: Classify animals according to body parts used
in getting food.
7 State the importance of animals to humans

(S3LT-llc-d 6)
Day 4: State the importance of animals around us.
Day 5: Enumerate the ways of proper care for animals

around us (home, school, barangay).
Content Standard: The learners demonstrate understanding of external parts of plants and their functions, and importance to humans.
Performance Standard: The learners should be able to demonstrate the proper ways of handling plants.
8 Describe the parts of different kinds of plants 5 Days

(S3LT-lle-f 8) Note: Science is taught
Day 1: Identify the different parts of the plant. (ELEM) in this case since
MELC 8 and 9 is good for 1
Day 2: Describe the parts of the different kinds of plants. week it means that this
MELC should be taught in
Day 3: Identify the different uses of plants.
5 days)
9 State the importance of plants to humans
(S3LT-lle-f-9)
Day 4: Enumerate the importance of plants
Day 5: Enumerate the proper ways of caring for plants.
Content Standard: The learners demonstrate an understanding of characteristics of living and non-living things.
Performance Standard: The learners should be able to illustrate the difference between living and non-living things.
10 Compare living with nonliving things 5 Days

(S3LT-lle-f-11) (Note: Science is taught
five times a week in (ELEM)
Day 1: Identify the characteristics of living and in this case since MELC 10
non-living things. and 11 is
good for 1 week it
Day 2: Differentiate living things and non-living things. means that this MELC
should be taught in 5
11 Identify observable characteristics that are passed on
days)
from parents to offspring (e.g., humans, animals,
plants) (S3LT-llg-h-13)
Day 3: Identify and describe the characteristics

of observable traits in humans.

of observable traits in animals of the same kind.

of observable traits in plants of the same kind.
12 Identify the basic needs of humans, plants, and 5 Days

animals such as air, food, water, and shelter
(S3LT-lli-j-14)
Day 1-2: Identify the basic needs of humans, Note: Science is taught five
animals, and plants. times a week in (ELEM) in
13 Explain how living things depend on the environment this case since MELC 12
to meet their basic needs and 13 is good for 1 week
(S3LT-lli-j-15) it means that this MELC
Day 3-4: Enumerate things that we need from days)
our environment.
Day 5: Explain the importance of the environment

for our basic needs.
14 Recognize that there is a need to protect and 5 Days

conserve the environment. (S3LT-lli-j-16) (Note: Science is taught
Day 1-2: Identify the common problems in (ELEM) in this case since
our environment. MELC 14 is good for 1
Day 3: Identify ways on how to conserve and
protect the environment. 5 days)
Day 4: Explain the need to conserve and protect
the environment.
Day 5: Suggest ways to conserve and protect
the environment.
QUARTER 3: FORCE, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of the motion of objects.
Performance Standard: The learners should be able to observe, describe and investigate the position and movement of things
around them.
15 Describe the position of a person or an object in 15 Days

relation to a reference point such as a chair, door, (Note: Science is taught
another person. (S3Fe-IIIa-b-1) five times a week in (ELEM)
Day 1: Describe the position of a person in relation
to another person using words such as in front of, is good for 3 weeks it
and behind. means that this MELC
Day 2: Describe the position of a person in relation to should be taught in 15
another person using words such as at the right side days)
of, and at the left side of.
Day 3: Describe the position of an object in relation to

a person using the words such as in front of and
behind.
Day 4: Describe the position of an object in relation to

a person using words such as at the right side of and
at the left side of.
Day 5- 6: Describe the position of a person in relation
to a reference point such as chairs, tables, cabinets,
etc.
Day 7- 8: Describe the position of an object in

relation to a reference point such as chairs, tables,
cabinets, etc.
Day 9-10: Describe the location of an object after it

has been moved.
Day 11-12: Determine whether an object or a

person has had a change in position.
Day 13 -15: Cite examples of objects around them

that have had a change in their position in relation
to reference point.
Content Standard: The learners demonstrate an understanding of the sources and uses of light, heat, and electricity.
Performance Standard: The learners should be able to apply the knowledge of the sources and uses of light, sound, heat,
and electricity.
16 Describe the different uses of light, sound, heat, and 15 Days

electricity in everyday life. (no code in MELCs but (Note: Science is taught
from old CG, LC coded S3FE-IIIg-h-4 and S3FE-IIIj-5) five times a week in (ELEM)
Day 1-3: Describe the different uses of light.
is good for 3 weeks it
Day 4-6: Describe the different uses of sound. means that this MELC
Day 7-9: Describe the different uses of heat.
days)
Day 10-12: Describe the different uses of electricity.
Day 13-15: Create an artwork showing the

different uses of light, heat, sound, and
electricity.
QUARTER 4: EARTH AND SPACE
Content Standard: The learners demonstrate the understanding of people, animals, plants, lakes, rivers, streams, hills, mountains,
and other landforms and their importance.
Performance Standard: The learners should be able to express their concerns about their surroundings through teacher-guided
and self-directed activities.
17 Relate the importance of surroundings to people and 10 Days

other living things. (S3ES-IVc-d-2) (Note: Science is taught
five times a week (ELEM) in
Day 1: Describe one's environment.
Day 2: Identify and describe the different good for 2 weeks it means
landforms such as hills and mountains. that this
Day 3: Enumerate things found on landforms.

Day 4: Describe the importance of landforms to MELC should be taught in
people and other living things. 10 days)
Day 5: Identify and describe the different bodies

of water such as lakes, rivers, and streams.
Day 6: Enumerate things found on bodies of water.
Day 7: Describe the importance of bodies of water

to people and other living things.
Day 8: Realize that certain things live in land and water.
Day 9: Relate the importance of clean surroundings

to people and other living things.
Day 10: Cite ways on how to show concern and

care to their surroundings.
Content Standard: The learners demonstrate the understanding of types and effects of weather as they relate to daily
activities, health, and safety.
Performance Standard: The learners should be able to express ideas about safety measures during different weather
conditions creatively (through artwork, poem, song).
18 Describe the changes in the different weather over a 10 Days

period of time. (S3ES-IVe-f-3) (Note: Science is taught
Day 1: Define weather and identify its different types.
Day 2: Describe the weather on sunny days. good for 2 weeks it means
that this MELC should be
Day 3: Describe the weather on cloudy days. taught in 10 days)
Day 4: Describe the weather on windy days.
Day 5: Describe the weather on rainy days.
Day 6: Describe the weather on stormy days.
Day 7-8: Compare weather of different places.
Day 9-10: Infer that weather changes over a period of

time.
19 Enumerate and practice safety precautionary 5 Days

measures in dealing with different types of weather. (Note: Science is taught
(S3ES-IVg-h-5) five times a week (ELEM)
Day 1-2: Illustrate activities of people during
the different types of weather. is good for 1 week it
means that this MELC
Day 3: Enumerate safety measures in dealing should be taught in 5
with different types of weather. days)
Day 4-5: Express ideas about safety measures
during different weather conditions creatively
(through artwork, poem, song).
Content Standard: The learners demonstrate the understanding that natural objects in the sky affect one’s daily activities.
Performance Standard: The learners should be able to list down activities, which affect their daily activities.
20 Describe the natural objects that are found in the sky 5 Days
during daytime and nighttime. (S3ES-IVg-h-6) (Note: Science is taught
Day 1: Identify and describe the natural objects seen
in the sky during daytime and nighttime.
is good for 1 week it
Day 2: Illustrate the sky during daytime and nighttime. means that this MELC
Day 3: Compare the natural objects seen in the days)
sky during daytime and nighttime.
Day 4: Describe how the natural objects found in

the sky affect one’s daily activities.
Day 5: List down activities during daytime

and nighttime.
SCIENCE 4
Quarter 1: MATTER
Content Standard: The learners demonstrate an understanding of groupings of different materials based on their properties.
Performance Standard:
The learners should be able to recognize and practice the proper handling of products.
1 Classify materials based on the ability to absorb 5 Days Please include in the discussion
water, float, sink, undergo decay (S4MT-Ia-1) (Note: Science is taught the proper handling of materials.
five times a week in Ex: dishwashing liquid,
Day 1: Describe and classify materials based on (ELEM) in this case since bleach, shampoo, muriatic
the ability to absorb water. MELC 1 is good for 1 week acid, etc.
it means that this MELC
Day 2: Compare the characteristics of materials
which do not absorb water and materials which
days)
absorb water.
Day 3: Identify and classify materials that float and sink.
Day 4: Classify materials that float and sink.
Day 5: Identify and classify materials that undergo

decay (include the discussion on proper segregation
of waste).
Content Standard: The learners demonstrate understanding of changes that materials undergo when exposed to certain conditions.
Performance Standard: The learners should be able to evaluate whether changes in materials are useful or harmful to
one’s environment.
2 Describe changes in solid materials when they are 10 Days

bent, pressed, hammered, or cut; (S4MT-le-f-5) (Note: Science is taught
Day 1: Identify and describe ways in changing the (ELEM) in this case since
size, shape, texture, and other observable properties MELC 2 is good for 2
of solid materials.
weeks it means that this
Day 2: Describe what happens to solid materials MELC should be taught in
when Bent. 10 days)
Day 3: Describe what happens to solid materials

when Pressed.
Day 4: Differentiate changes in materials when bent

or Pressed.

when Hammered.

when Cut.
Day 7: Differentiate changes in materials

when hammered or cut.
Day 8: Demonstrate how materials may undergo

change by bending, pressing, hammering, and
cutting.
Day 9: Group materials based on their ability to
be bent,
pressed, hammered, and cut.
Day 10: Make an artwork using bent, pressed, and

cut materials.
3 Describe changes in properties of materials when 10 Days Before teaching this competency
exposed to certain conditions such as temperature (Note: Science is taught specifically Day 2, 3, & 9, give
or when mixed with other materials; (S4MT-Ig-h-6) five times a week in inputs and exercises first on:
(ELEM) in this case since
Day 1: Infer changes in the properties of solid materials.
MELC 3 is good for 2 MELC 2
Day 2: Describe what happens to materials weeks it means that this Describe changes in materials
when heated. MELC should be taught in based on the effect of
10 days) temperature:
Day 3: Describe what happens to materials 1. solid to liquid
when cooled. 2. liquid to solid
3. liquid to gas
Day 4: Describe what happens to the solid
materials when mixed with other solid materials. 4. solid to gas
(S3MT-Ih-j-4)
Day 5: Identify the effect of mixing two solid materials.
Day 6: Describe what happens to solid when mixed

with liquid materials.
Day 7: Identify the effect of mixing solid and Identify and describe changes in
liquid materials. materials before and after heating
(Grade 3, Q1)
Day 8: Describe what happens when two
liquid materials
Observe and explain the different
are mixed.
changes of materials as affected by
Day 9: Describe the changes in the different temperature. (Grade 3, Q1)
materials when exposed to different temperature.
Day 10: Prepare a mixture out of available materials
(ex. fruits, vegetables, herbal plants) in your area
and list down the changes observed.
4 Identify changes in materials whether useful or 10 Days Prior to teaching this

harmful to one’s environment. (S4MT-Ii-j-7) (Note: Science is taught competency specifically Day 8-9
five times a week in give inputs and exercises first on:
Day 1: Identify changes in materials that are useful
or harmful to one’s environment.
MELC 4 is good for 2 Cite household/school/community
Day 2: Determine whether the change in the weeks it means that this activities that are dependent on the
material is harmful or useful in the environment. MELC should be taught in changes on materials based on the
10 days) changes of temperature. (Grade 3,
Day 3: Describe the harmful effects of the changes Q1)
in the
materials to the environment. Identify and describe the changes in
materials before and after allowing
Day 4: Describe beneficial effects of the changes in
them to stand at room temperature.
the materials.
(Grade 3, Q1)
Day 5: Suggest ways of preventing/minimizing the
harmful effects of the changes in the materials to
the environment.
Day 6: Discuss the beneficial effects on the changes

of materials in the environment.
Day 7: Suggest ways to improve the useful effects of

the changes in materials.
Day 8: Prepare a list of medicines/foods found at

home or in the community showing the required
storage Temperature.
Day 9: Cite ways on how food and medicine

are affected by changes in temperature.
Day 10: Evaluate when the materials become useful

or harmful to one’s environment.
Content Standard: The learners demonstrate understanding of how the major internal organs such as the brain, heart, lungs,
liver, stomach, intestines, kidneys, bones, and muscles keep the body healthy.
Performance Standard: The learners should be able to construct a prototype model of an organism that has body parts which
can survive in a given environment.
5 Describe the main function of the major organs 5 Days

(S4LT lla-b-1) (Note: Science is taught
Day 1: Describe the parts and functions of the bones (ELEM) in this case since
and muscles. MELC 5 and 6 is good for
1 week it means that this
Day 2: Describe the parts and functions of the MELC should be taught in
stomach, intestines, and kidneys. 5 days)
Day 3: Describe the structures and functions of
the heart, lungs, and brain.
Day 4:
*Construct a model of the bones and muscles using
any available materials at home.
* Construct a model of the kidney using any available
materials at home.
* Construct a model of the Lungs using any
available materials at home.
6 Day 5: Communicate that the major organs work

together to make the body function properly.
(S4LT-lla b-2)
Content Standard: The learners demonstrate understanding of animals have body parts that make them adapt to land or water.
7 Infer that body structures help animals adapt 5 Days Prior to teaching this
and survive in their particular habitat (Note: Science is taught competency, specifically Day
(S4LT-lla-b-4) five times a week in 1-2, the teacher should give
(ELEM) in this case since information or exercises on the
Day 1-2: Infer that animals have different body MELC 7 is good for 1 week classification of animals
structures that help them adapt to their it means that this MELC according to body parts and
environment. should be taught in 5 their use. (G3, Q2)
days)
Day 3-5: Infer that animals have different body
structures in getting or eating their food and how
to protect themselves from their enemies.
Content Standard: The learners demonstrate understanding of plants have body parts that make them adapt to land or water
8 Identify the specialized structures of terrestrial 5 Days Before teaching this competency,
and aquatic plants (S4LT-lle-f-9) (Note: Science is taught the teacher should discuss the
five times a week in following: a. different parts and
Day 1-2: Distinguish the specialized structures (ELEM) in this case since kinds of plants. (G3, Q2)
of terrestrial plants. MELC 8 is good
Day 3-4: Distinguish the specialized structures of for 1 week it means that b. importance of plants to
aquatic plants. this MELC should be humans. (G3, Q2)
taught in 5 days)
Day 5: Cite different benefits of specialized structures
of terrestrial plants and aquatic plants.
Content Standard: The learners demonstrate understanding of different organisms go through a life cycle which can be affected
by their environment.

9 Compare the stages in the life cycle of organisms 5 Days Prior to teaching this
(S4LT llg-h-13) (Note: Science is taught competency, the teacher
five times a week in should discuss the importance
Day 1: Compare the different stages in the life cycle (ELEM) in this case since of animals to humans. (G3, Q2)
of human. MELC 9 is good for 1 week
it means that this MELC
Day 2: Identify the stages in the life cycle of animals. should be taught in 5
days)
Day 3: Compare and contrast the different stages in
the life cycle of animals.
Day 4: Describe and compare the different stages

in the life cycle of Plants.
Day 5: Differentiate the different stages in the cycle

of humans, animals, and plants.
Content Standard: The learners demonstrate understanding beneficial and harmful interactions that occur among living things
and their environment as they obtain basic needs.
10 Describe the effects of the environment on life cycle 5 Days Preparatory activities about how
of organisms among living things (S4LT-llg-h-14) (Note: Science is taught living things depend on the
five times a week in environment to meet their basic
Day 1-2: Describe the effects of different (ELEM) in this case since needs should be given by the
environmental conditions in the life cycle of MELC 10 is good for 1 teacher before teaching Day 1-2.
organisms (Eg. Flood, Drought, Environmental week it means that this
Calamities, Ultraviolet rays). MELC should be taught in
5 days)
Day 3-5: Construct a prototype model of the life
cycle of a frog and a cockroach.
Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among
living things and their environment as they obtain basic needs.

11 Describe some types of beneficial and 5 Days Engagement activities about
harmful interactions among living things (Note: Science is taught how living things depend on
five times a week in the
Day 1: Identify and describe the effects of (ELEM) in this case since environment to meet their
interactions among livings things in their environment MELC 11 is good for 1 basic needs should be given
in a Mutualism relationship. week it means that this first by the
Day 2: Identify and describe the effects of MELC should be taught in teacher before teaching Day 1.
interactions among living things in their environment 5 days) (G3, Q2)
in a Commensalism relationship.
Day 3: Compare and contrast the effects of

interactions among living things in their environment
in a Mutualism and Commensalism relationship.
Day 4: Identify and describe the effects of

interactions among livings things in their environment
in a Parasitism and Competition relationship.
Day 5: Compare and contrast the effects of

interactions among livings things in their environment
in a Parasitism and Competition relationship.
Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among
living things and their environment as they obtain basic needs.
12 Describe the effects of interactions among organisms 5 Days Preparatory activities about
in their environment (S4LT-lli-j-18) (Note: Science is taught the following lessons:
five times a week in a. common problems in our
Day 1-2: Infer the effects of interactions (ELEM) in this case since environment.
among organisms in the environment. MELC 12 is good for 1 b. ways we can conserve and
week it means that this protect our environment should be
Day 3-5: Describe and show the beneficial and
MELC should be taught in given by the teacher before
harmful effects of organism's interactions.
5 days) teaching Day1. (G3, Q2)
Content Standard: The learners demonstrate an understanding of the force that can change the shape, size, or movement
of objects.
13 Explain the effects of force when applied to an 10 Days

object. (S4FE-IIIa-1) (Note: Science is taught
Day 1-2: Describe what happens to an object's in this case since MELC 13
shape when force is applied. is good for 2 weeks it
Day 3-4: Describe what happens to an object’s should be taught in 10
size when force is applied. days.)
Day 5: Describe what happens to an object’s
movement when force is applied to an object at
res.t
Day 6: Describe what happens to an object’s

movement when force is applied to an object
in motion.
Day 7-8: Explain the effects of changing the amount
of force applied to the size, shape, and movement
of an object.
Day 9-10: Demonstrate examples of effects of forces

on the shape, size, and movement of an object.
14 Characterize magnetic force. (S4FE-IIId-e-3) 5 Days

(Note: Science is taught
Day 1: Identify objects that can be attracted by five times a week (ELEM)
a magnet. in this case since MELC 14
Classify objects as to whether they can be attracted is good for 1 week it
by a magnet or not. means that this MELC
Day 2: List down the objects that can be attracted days)
by a magnet.
Describe a magnet.
Day 3: Identify the uses of magnets.
Day 4: Describe that a magnet can attract and

repel another magnet.
Day 5: Demonstrate/Show that magnets have

poles Infer that "like magnetic poles repel and
unlike magnetic poles attract".
Content Standard: The learners demonstrate an understanding of how light, heat, and sound travel using various objects.
Performance Standard: The learners demonstrate a conceptual understanding of the properties/characteristics of light, heat,
and sound.
15 Describe how light, sound, and heat travel. 10 Days Prior to teaching these
(S4FE-IIIf-g 4) (Note: Science is taught learning competencies, the
five times a week (ELEM) teacher is
Day 1: Describe how light travels. in this case since MELC 15 encouraged to provide a
is good for 2 weeks it review exercise or
Day 2: Describe how heat is transferred in
solid materials. means that this MELC background idea
should be taught in 10 specifically on:
Day 3: Describe how heat is transferred in days)
liquid materials. Describe the different uses of light,
heat and sound, and electricity in
Day 4: Describe how heat is transferred through the air. everyday life (no code in MELCs
but
Day 5-6: Use an illustration/model to explain how
heat travels in a given material.
Day 7: Infer that sound travels through from old CG, LC coded
different materials. S3FE-IIIg-h-4 and S3FE-IIIj-5)
Day 8: Describe how sound travels in solid, liquid, Provide an illustration showing
and gas materials. sources of light, sound, and heat
and their uses. (G3, Q3)
Day 9-10: Use an illustration/model to explain
how sound travels through different materials.
Content Standard: The learners demonstrate an understanding of how light, heat, and sound travel using various objects.
Performance Standard: The learners demonstrate a conceptual understanding of the properties/characteristics of light, heat,
and sound.
16 Investigate properties and characteristics of light 10 Days

and sound. (S4Fe-IIIh-5) (Note: Science is taught
Day 1: Define reflection of light. in this case since MELC 16
is good for 2 weeks it
Day 2: Describe how light is reflected. means that this MELC
Day 3: Define refraction of light.
days)
Day 4: Describe how light is refracted.
Day 5-6: Demonstrate reflection and refraction of
light using various materials.
Day 7: Give examples of loud and soft sounds.
Day 8: Infer what happens to the volume of the

sound as one moves away from the sound source.
Day 9-10: Use illustrations/models to explain

the properties of light, heat, and sound.
Content Standard: The learners demonstrate understanding of the different types of soil
17 Compare and contrast the characteristics of 5 Days

different types of soil. S4ES-IVa-1 (Note: Science is taught
Day 1: Identify the different types of soil based on (ELEM) in this case since
their physical characteristics. MELC 17 is good for 1
Day 2: Compare and contrast the characteristics of
the different types of soil as to their particle size,
5 days)
texture, color, and water absorbability.
Day 3-4: Investigate the characteristics of the

different types of soil as to their ability to grow
plants.
Day 5: Identify the importance and uses of soil

based on its characteristics.
18 Explain the use of water from different sources in 5 Days

the context of daily activities. S4ES-IVb-2
Day 1: Identify the different sources of water. (Note: Science is taught
Day 2: Classify sources of water as surface water (ELEM) in this case since
or groundwater. MELC 18 is good for 1
Day 3: Describe the use of water from the
different sources in the context of daily activities.
5 days)
Day 4: Explain the uses of water in our daily activities.
Day 5: Cite ways on how to conserve water

resources for human consumption.
19 Trace and describe the importance of the water cycle 5 Days

Day 1-2: Identify the processes in the water five times a week in
cycle. Trace the processes in the water cycle. (ELEM) in this case since
MELC 19 is good for 1
Day 3-5: Discuss the water cycle and explain week it means that this
its importance.
5 days)
Content Standard: The learners demonstrate an understanding of the components of weather using simple weather instruments.
Performance Standard: The learners should be able to practice precautionary measures in planning activities.
20 Use weather instruments and describe the 5 Days

different weather components in a weather (Note: Science is taught
chart. five times a week in
Day 1: Describe the different components/elements MELC 19 is good for 1
of weather. week it means that this
Day 2: Identify and describe common
5 days)
weather instruments.
Day 3: Describe the different weather components in

a weather chart.
Day 4: Predict the weather based on a weather chart.
Day 5: Prepare a sample weather report using trends

in the sample weather chart.
21 Identify safety precautions during different 5 Days

weather conditions. S4ES-IVg-8 (Note: Science is taught
Day 1: Express ideas on safety precautions during (ELEM) in this case since
sunny days. MELC 21 is good
Day 2: Express ideas on safety precautions during for 1 week it means that
rainy days. this MELC should be
taught in 5 days)
Day 3: Express ideas on safety precautions
during stormy days.
Day 4: Illustrate and explain safety precautions during

a given set of weather conditions.
Day 5: Discuss safety precautions in planning

activities during different weather conditions.
Content Standard: The learners demonstrate understanding of the Sun as the main source of heat and light on Earth.
22 Describe the changes in the position and length of 5 Days

shadows in the surroundings as the position of the (Note: Science is taught
Sun changes. S4ES-IVh-9 five times a week in (ELEM)
Day 1: Describe the position of the sun at different and 23 is
times of the day. good for 1 week it
Day 2: Describe how shadows are formed. should be taught in 5
days)
Day 3: Relate the position of the sun with the length
of shadows.
23 Describe the effects of the Sun on human activities.
Day 4-5: Describe the effects of the Sun on

human activities.
SCIENCE 5
QUARTER 1: MATTER
Content Standard: The learners demonstrate understanding of the properties of materials to determine whether they are useful
or harmful
Performance Standard: The learners should be able to make use of local, recyclable solid and/or liquid materials in making
useful products
1 Use the properties of materials whether they are 10 Days Prior to teaching this
useful or harmful (S5MT-Ia-b-1) (Note: Science is taught competency, give inputs and
Note: Day 1-5: In teaching this concept, please see to five times a week (ELEM) in exercises on
it that the learners will realize that the use of materials this case since MELC1 is “changes in materials whether
is based on their properties and product label. good for 2 weeks it means useful or harmful to one’s
that this environment” (G4, Q1)
Day 1: Classify materials found in the MELC should be taught in

environment according to use in personal body 10 days)
care products, cleaning agents, and medicines
Day 2: Classify materials found in the environment

according to use in farm chemicals and reagents
food.
Day 3: Identify useful materials at home, in school,
and the community.
Day 4: Identify harmful materials at home, in

school, and the community.
Day 5: Classify useful and harmful materials at home, Prior to teaching this competency,
in school, and community. specifically day 5. give inputs and
examples on “change in the
materials and determine whether
harmful or useful in the
environment” (G4, Q1)
Day 6: Identify the properties of materials

that determine their uses, harmful effects.
Day 7: Explain how different materials become useful

to the community.
Day 8: Explain how different materials become

harmful to the community.
Day 9-10: Create materials that will help convince

other people to use materials at home or in the
community that are environment-friendly.
Content Standard: The learners demonstrate understanding of the materials that undergo changes due to oxygen and heat.
Performance Standard: The learners should be able to make use of local, recyclable solid and/or liquid materials in making
useful products
2 Investigate changes that happen in materials under 10 Days Prior to teaching this competency,
the following conditions: (Note: Science is taught give inputs on “materials affected
1 presence or lack of oxygen five times a week (ELEM) by changes in temperature”
2 application of heat in this case since MELC 2 is
(S5MT-Ic-d-2) good for 2 weeks it means Explain the different changes in
that this MELC should be materials as affected by
Day 1: Describe physical and chemical taught in 10 days) temperature. (G3, Q1)
change operationally.
Cite ways on how food and
Day 2: Identify the characteristics of physical medicine are affected by changes
and chemical change. in
temperature.
Day 3: Differentiate physical change from
chemical change.
Day 4: Investigate changes that happen in (G4, Q1)

the presence of oxygen.
Day 5: Investigate changes that happen in the

absence of oxygen.
Day 6: Investigate changes that happen in

the application of heat.
Day 7-8: Identify pieces of evidence affecting

chemical change:
a. Presence of oxygen;
b. Absence of oxygen;
c. Application of heat
Day 9 and 10: Describe different changes brought
by nature (e.g. global warming, pollution, etc.),
humans, and other living organisms (e.g. kaingin
system, incineration, etc.).
3 Design a product out of local, recyclable solid 10 Days Prior to teaching this competency,
and/or liquid materials in making useful products. (Note: Science is taught show an example of “materials from
(S5MT-Ih-i-4) five times a week (ELEM) used materials available at home or
in this case since the in the community” (G4, Q1)
Day 1: Identify the 5Rs components of proper MELC 3 is good for 2
waste management. weeks it means that this
Day 2: Recognize the importance of 5Rs of 10days)
waste management.
Day 3: Identify and describe ways on how to

recycle waste materials.
Day 4-8: Prepare, organize, design procedures, and

create a product out of local, recyclable solid and/
or liquid materials in making useful products.
Day 9: Evaluate the finished product of local,

recyclable solid and/or liquid materials in making
useful products.
Day 10: Describe the benefits of using 5R’s of

waste management.
Content Standard: The learners demonstrate understanding of how the parts of the human reproductive system work
Performance Standard: The learners should be able to practice proper hygiene and how to take of the reproductive organs
4 Describe the parts of the reproductive system and 5 Days

their functions (S5LT-lla-1). (Note: Science is taught five
Day 1: Identify the parts and functions of the times a week in (ELEM) in Prior to teaching this
Male Reproductive System. this case since MELC 4 is competency, specifically Day 1,
good for 1 week it means give inputs and exercises first on:
Day 2: Describe the parts and functions of the that this MELC should be Communicate that the major
Male Reproductive System. taught in 5 days) organs work together to make the
body function properly (G4, Q2)
Day 3: Identify the parts and functions of the
Female Reproductive System.
Day 4: Describe the parts and functions of the

Female Reproductive System.
Day 5: Compare and contrast the parts of Male

and Female Reproductive Systems and their
functions.
5 Explain the menstrual cycle (S5LT-llc-3) 5 Days

Day 1: Identify the phases of the menstrual cycle. five times a week (ELEM)
Day 2: Describe the phases of the menstrual cycle. is good for 1 week it
Day 3-5: Map the phases of the menstrual cycle
(Include Facts and Fallacies on Menstrual Cycle
days)
and Tips on Proper Hygiene).
Content Standard: The learners demonstrate understanding of how animals reproduce
Performance Standard: The learners should be able to create a hypothetical community to show how organisms interact
and reproduce in order to survive.
6 Describe the different modes of reproduction in 5 Days Prior to teaching this

animals such as butterflies, mosquitoes, frogs, cats, (Note: Science is taught competency, specifically Day
and dogs (S5LT-lle-5) five times a week (ELEM) 2-3, give inputs and exercises first
in this case since MELC 6 on:
Day 1: Describe the mode of reproduction of butterflies. is good for 1 week it Compare the stages in the life
means that this MELC cycle of organisms (G4, Q2)
Day 2: Describe the mode of reproduction should be taught in 5
of mosquitoes. days)
Day 3: Describe the mode of reproduction of frogs.
Day 4: Describe the mode of reproduction of cats.
Day 5: Describe the mode of reproduction of dogs.
Content Standard: The learners demonstrate understanding of how plants reproduce
7 Describe the reproductive parts in plants and 5 Days

their functions (S5LT-llf-6) (Note: Science is taught
Day 1-2: Identify and describe the male and in this case since MELC 7
female reproductive parts of a flowering plant. is good
Day 3-5: Identify the other plant parts that can be for 1 week it means that
used for reproduction. this MELC should be
taught in 5 days)
8 Describe the different modes of reproduction in 5 Days

flowering and non-flowering plants such as moss, (Note: Science is taught
fern, mongo, and others (S5LT-llg-7) five times a week (ELEM)
Day 1-3: Describe the different modes of is good for 1 week it
reproduction of non-flowering plants (moss and means that this MELC
fern). should be taught in 5
days)
Day 4-5: Describe the different modes of
reproduction of flowering plants (mongo and
others).
Content Standard: The learners demonstrate understanding of the interactions for survival among living and non-living that take
place in estuaries and intertidal zones.
9 Discuss the interactions among living things and 5 Days Prior to teaching this
nonliving things in estuaries and intertidal zones (Note: Science is taught competency, specifically Day
(S5LT llh-8) five times a week in 1-2, give inputs and exercises first
(ELEM) in this case since on:
Day 1-3: Discuss the interactions among living MELC 9 is good for 1 week
and nonliving things in estuaries. it means that this MELC Describe the effects of the
should be taught in 5 environment on the life cycle of
Day 4-5: Discuss the interactions among living days) organisms among living things
and nonliving things in the intertidal zone. (G4, Q2)
10 Explain the need to protect and conserve estuaries 5 Days

and intertidal zones (S5LT-llj-10) (Note: Science is taught
Day 1-3: Explain the need to protect and (ELEM) in this case since
conserve estuaries. MELC 10 is good for 1
Day 4-5: Explain the need to protect and conserve
the intertidal zone.
5 days)
Content Standard: The learners demonstrate an understanding of motion in terms of distance and time.
11 Describe the motion of an object by tracing and 5 Days

measuring its change in position (distance (Note: Science is taught
travelled) over a period of time (5FE-IIIa-1) five times a week in
Day 1: Distinguish speed, distance, and time. MELC 11 is good
Day 2-3: Explain how to determine the for 1 week it

distance between two objects in motion.
Day 4-5: Solve simple problems on computing

the speed of an object in motion.
Content Standard: The learners demonstrate an understanding of how different objects interact with light, sound, and heat.
12 Discuss why some materials are good conductors 5 Days Prior to teaching this
of heat and electricity (S5FE-IIIc-3) (Note: Science is taught competency, give inputs and
five times a week in exercises first on:
Day 1: Enumerate the characteristics of (ELEM) in this case since
good conductors of heat and electricity. this MELC 12 is good for 1 Describe how heat is transferred
week it means that this in solid materials. (G4, Q3)
Day 2-3: Explain and classify why some materials MELC should be taught in
are good conductors of heat and electricity. 5 days)
Day 4-5: Explain the effects of heat and electricity
on people and objects.
Content Standard: The learners demonstrate an understanding of the effects of heat and electricity, light, and sound on
people and objects.
13 Relate the ability of the material to block, absorb, 5 Days

or transmit light to its use (S5FE-IIIe-5) (Note: Science is taught
Day 1-2: Identify the materials that can block, five times a week in
absorb, or transmit light. (ELEM) in this case since
Day 3-5: Relate the ability of the material to its uses week it means that this
to block, absorb or transmit light. MELC should be taught in
5 days)
Content Standard: The learners demonstrate an understanding of a simple DC circuit and the relationship between electricity
and magnetism in electromagnets.
14 Infer the conditions necessary to make a bulb light 5 Days

up (S5FE-IIIf-6) (Note: Science is taught
Day 1: Identify the parts of the electric circuit. (ELEM) in this case since
Day 2: Describe the function of the parts of an week it means that this
electric circuit.
Day 3-5: Construct a simple circuit that will make a 5 days)
bulb light.
15 Determine the effects of changing the number or 5 Days

type of components in a circuit (S5FE-IIIg-7) (Note: Science is taught
Day 1: Describe the effects of connecting more (ELEM) in this case since
dry cells in series on the brightness of the bulb. MELC 15 is good for 1
Day 2: Describe the effects of connecting more bulbs
in series on the brightness of the bulbs. 5 days)
Day 3: Describe the effects of changing
the arrangement of the bulbs on their
brightness.
Day 4: Differentiate between a series and a
parallel circuit.
Day 5: Design an experiment on a series and a

parallel circuit.
Content Standard: The learners demonstrate an understanding of a simple DC circuit and the relationship between electricity
and magnetism in electromagnets.
Performance Standard: The learners should be able to propose a design using electromagnets that is useful for home, school,
or community.
16 Design an experiment to determine the factors 5 Days

that affect the strength of the electromagnet (Note: Science is taught
(S5FE-III-j-9) five times a week in
Day 1: Infer that electricity can be used to MELC 16 is good for 1
produce magnets. week it means that this
Day 2: Investigate how the number of coils affects 5 days
the strength of an electromagnet.
Day 3: Investigate how the number of cells affects

the strength of an electromagnet.
Day 4-5: Propose a design using electromagnets that

is useful for home, school, or community.
Content Standard: The learners demonstrate understanding of weathering and soil erosion shape the Earth's surface and affect
living things and the environment.
Performance Standard: The learners should be able to participate in projects that reduce soil erosion in the community.
17 Describe how rocks turn into the soil (S5ES-IVa-1) 5 Days

Day 1: Identify and describe the processes Note: Science is taught
of weathering. five times a week (ELEM)
in this case since MELC17
Day 2: Compare mechanical from is good for 1 week it
chemical weathering. means that this
Day 3: Identify the agents of weathering (e.g. MELC should be taught in

water, wind, people, animals plants, sun). 5 days)
Day 4: Explain how the action of wind, water, and

sun contribute to rock weathering.
Day 5: Infer that continuous weathering led to

soil formation.
18 Investigate the extent of soil erosion in the 5 Days Prior to teaching this
community and its effect on living things and the Note: Science is taught competency, specifically Days
environment (S5ES-IVb-2) five times a week (ELEM) 2-3 give inputs and discussions first
in this case since MELC on:
Day 1: Identify factors affecting soil erosion. 18 is good for 1 week it
means that this MELC Compare and contrast the
Day 2-3: Illustrate how certain factors affect the should be taught in 5 characteristics of the different
amount of soil carried away: a) slope of land; b) days) types of soil as to their particle size,
strength and volume of running water; c) presence of texture, color, and water
land crops; d) dryness and size of soil particles. absorbability. (G4, Q4)
Day 4: Investigate the extent of soil erosion in
the community and its effects on living things
and the environment.
Day 5: Prepare/design a plan that could help

reduce soil erosion in the community.
Content Standard: The learners demonstrate an understanding of weather disturbances and their effects on the environment.
Performance Standard: The learners should be able to prepare an individual emergency kit.
19 Characterize weather disturbances in the 10 Days

Philippines and describe their effects on daily life (Note: Science is taught
Day 1: Identify the different weather systems in in this case since MELC 19
the Philippines. is good for 2 weeks it
Day 2: Discuss a low-pressure area. should be taught in 10
days)
Day 3: Identify and describe the different
weather disturbances: Depression, Storm,
Typhoon.
Day 4: Discuss monsoon winds. Prior to teaching this

competency, specifically Day 4
give inputs and discussions first
on:
Describe the different

components/elements of
weather. (G4, Q4)
Day 5: Explain the changes in the weather

before, during, and after the typhoon.
Day 6: Describe the effects of the winds associated

with each storm warning signal.
Day 7: Describe the effect of typhoons on

human activities.
Day 8: Describe the effect of typhoons on other

living things such as plants and animals.
Day 9: Describe the effects of typhoons on

physical structures.
Day 10: Suggest, discuss precautionary measures Prior to teaching this
before, during, and after a typhoon and prepare competency, specifically Day
an individual emergency kit. 10 give inputs and discussions
first on:
Discuss safety precautions

during stormy days. (G4, Q4)
Content Standard: The learners demonstrate an understanding of the phases of the moon and the beliefs and practices
associated with it.
Performance Standard: The learners should be able to debug local myths and folklore about the Moon and the Stars by
presenting pieces of evidence to convince the community folks.
20 Infer the pattern in the changes in the appearance 10 Days Prior to teaching this
of the Moon (Note: Science is taught competency, specifically Day 1
(S5ES-IVg-h-7) five times a week (ELEM) give inputs and discussions first
in this case since MELC 20 on:
Day 1: Describe the characteristics of the moon. is good for 2 weeks it
means that this MELC Identify and describe the natural
should be taught in 10 objects seen in the sky during
days) daytime and nighttime. (G3, Q4)
Day 2: Identify the different phases of the moon.
Day 3: Illustrate the phases of the moon.
Day 4: Infer the pattern in the changes in

the appearance of the moon.
Day 5: Show how the relative position of Earth,

Moon, and Sun causes the apparent changes in the
shape of the moon.
Day 6: Relate the phases of the moon and the length

of the month.
Day 7: Show the revolution of the moon around
the Earth and its synchronous rotation.
Day 8: Observe and record the apparent changes
in the phases of the moon.
Day 9: Discuss beliefs and practices that have Prior to teaching this
been attributed to the moon. competency, specifically Day 9
on:
Describe how the natural

objects found in the sky affect
one’s daily activities. (G3, Q4)
Day 10: Explain local myths and folklore about the Prior to teaching this
moon by presenting pieces of evidence to competency, specifically Day
convince the community folks. 10 give inputs and discussions
first on:
Describe how the natural

objects found in the sky affect
one’s daily activities. (G3, Q4)
Content Standard: The learners demonstrate an understanding of the constellations and the information derived from their location
in the sky.
Performance Standard: The learners should be able to debug local myths and folklore about the Moon and the Stars by
presenting pieces of evidence to convince the community folks.
21 Identify star patterns that can be seen at 5 Days

particular times of the year (Note: Science is taught
(S5ES-IVj-9) five times a week (ELEM)
Day 1: Infer that the stars in the sky differ in size is good for 1 week it
and brightness relative to their distance as means that this MELC
viewed from Earth. should be taught in 5
days)
Day 2: Identify common constellations in the sky.
Day 3: Identify and discuss star patterns that can

be seen at particular times of the year.
Day 4: Explain the importance of constellations

to humans.
Day 5: Explain local myths and folklore about the

stars by presenting pieces of evidence to convince
the community folks.
SCIENCE 6
QUARTER 1: MATTER
Content Standard: The learners demonstrate an understanding of different types of mixtures and their characteristics.
Performance Standard: The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and
herbal medicines.

1 Describe the appearance and uses of 15 Days
homogeneous and heterogeneous mixtures. (Note: Science is taught
Day 1: Describe the appearance of the this case since MELC1 is
combination of solid materials. good for 3 weeks it means
Day 2: Describe the appearance of the taught in 15 days)
combination of solid and liquid materials.
Day 3: Describe the appearance of the Prior to teaching this

combination of liquid materials. competency, give inputs and
examples on “what happens
when two liquid materials are
mixed” (G4, Q1)
MELC 3
Describe changes in properties
of materials when exposed to
certain conditions such as
temperature or when mixed
with other materials Describe
what happens when two liquid
materials are mixed.
Day 4: Describe the appearance of

homogeneous mixtures.
Day 5: Describe the appearance of

heterogeneous mixtures.
Day 6: Classify mixtures into homogeneous

and heterogeneous.
Day 7: Describe the characteristics of

homogeneous and heterogeneous mixtures.
Day 8: Identify common examples of solutions found

at home and describe their uses.
Day 9: Define and identify the solute and the solvent

in a solution.
Day 10: Infer through simple experiments the

conditions (e.g., size of particles, stirring of a mixture,
temperature) that affects the formation of a mixture.
Day 11: Describe suspension as a

heterogeneous mixture.
Day 12: Identify common examples of suspensions

and describe their uses.
Day 13: Infer that colloid is a heterogeneous mixture.
Day 14: Identify common household colloids and

their uses.
Day 15: Prepare beneficial and useful mixtures.
Content Standard: The learners demonstrate an understanding of different techniques to separate mixtures.
Performance Standard: The learners should be able to separate desired materials from common and local products.
2 Describe techniques in separating mixtures such as 15 Days

decantation, evaporation, filtering, sieving, and using (Note: Science is taught
a magnet. five times a week (ELEM) in
this case since MELC2 is
Day 1-2: Illustrate and describe techniques in good for 3 weeks it means
separating mixtures. (Define and describe that this MELC should be
each technique) taught in 15 days)
Day 3-10: Investigate the techniques of
separating mixture such as: decantation,
evaporation, filtering, sieving, and using a
magnet).
Day 11-12: Explain the uses and importance of
the different methods of separating mixtures in
our daily lives.
Day 13: Describe the techniques on how each

component will be separated from its mixture
(teacher prepared mixture).
Day 14-15: Separate desired materials from

common products found at home using at least
three different techniques to separate mixtures.
Content Standard: The learners demonstrate understanding of how the major organs of the human body work together to form
organ systems
Performance Standard: The learners should be able to make a chart showing healthful habits that promote proper functioning of
the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems.
3 Explain how the organs of each organ system 10 days Prior to teaching this competency,
work together (S6LT-lla-b-1) (Note: Science is taught specifically Day 1-4, give inputs and
five times a week (ELEM) exercises first on:
Day 1: Explain the functions of the organs of in this case since MELC 3 is
the Skeletal System and how it works good for 2 weeks it means Describe the main function of
together. that this MELC should be the major organs (G4, Q2)
taught in 10 days)
Day 2-3: Explain the functions of the organs of
the Muscular System and how it works together.
Day 4: Explain the functions of the organs of

the Integumentary System and how it works
together.

the Digestive System and how it works
together.

the Respiratory System and how it works
together.

the Circulatory System and how it works
together.

the Nervous System and how it works together
4 Explain how the different organ systems work 5 Days Prior to teaching this
together (S6LT-llc-d-2) (Note: Science is taught competency, specifically Day 5,
five times a week (ELEM) give inputs and exercises first on:
Day 1: Explain how Musculo-skeletal and in this case since MELC 4
Integumentary System work together. is good for 1 week it Communicate that the major
means that this MELC organs work together to make the
Day 2: Explain how the organs of the Digestive, should be taught in 5 body function properly
Respiratory, and Circulatory Systems work days) (G4, Q2)
together.
Day 3: Explain how the nervous and

integumentary systems work together.
Day 4-5: Make a chart showing healthful habits that

promote proper functioning of all the organs systems
in the body.
Content Standard: The learners demonstrate an understanding of the different characteristics of vertebrates and invertebrates.
Performance Standard: The learners should be able to:

1. make an inventory of vertebrates and invertebrates that are commonly seen in the community
2. practice ways of caring and protecting animals.

5 Determine the distinguishing characteristics 10 Days Prior to teaching this
of vertebrates and invertebrates (Note: Science is taught competency, specifically Day 1,
(S6LT-lle-f-3) five times a week (ELEM) give inputs and exercises first on:
Day 1: Identify and describe vertebrates and is good
invertebrates commonly seen in the
community.
Day 2: Identify and describe the characteristics for 2 weeks it means that Infer that animals have different
of vertebrates (mammals). this MELC should be body structures that make them
taught in 10 days) adapt to land and water (G4, Q2)
of vertebrates (birds and reptiles).

of vertebrates (amphibians, fishes).
Day 5: Classify vertebrates into mammals, birds,

reptiles, amphibians, and fishes.
Day 6: Identify and describe the characteristics of

the following groups of invertebrates: - insects and
spiders.
Day 7: Identify and describe the characteristics of

the following groups of invertebrates: -worms,
shellfish, and snail.
Day 8: Classify invertebrates into insects, spiders,

worms, shellfish, and snail.
Day 9: Make an inventory of vertebrates

and invertebrates that are commonly
seen in the community.
Day 10: Practice ways of caring and

protecting animals.
Content Standard: The learners demonstrate understanding of the interactions for survival among the living and nonliving things
that take place in tropical rainforests, coral reefs, and mangrove swamps
Performance Standard: The learners should be able to form discussion groups to tackle issues involving the protection and
conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and
animals.
6 Discuss the interactions among living things and 5 Days Preparatory activities about
nonliving things in tropical rainforests, coral reefs, (Note: Science is taught interactions among living things
and mangrove swamps (S6LT-lli-j-5) five times a week in and nonliving things should be
(ELEM) in this case since given by the teacher before
Day 1: Discuss the interactions among living things MELC 6 is good for 1 week teaching Day 1 (G5, Q2)
and nonliving things in tropical rainforests it means that this MELC
Day 2: Explain the harmful and beneficial effects days)
of interactions among living and nonliving things
in a tropical rainforest.
Day 3: Discuss the interactions among living things

and nonliving things in coral reefs.
Day 4: Discuss the interactions among living things

and nonliving things in mangrove swamps.
Day 5: Explain the harmful and beneficial effects of

interactions among living and nonliving things in
coral reefs and mangrove swamps.
7 Explain the need to protect and conserve tropical 5 Days Prior discussion about the need to
rainforests, coral reefs, and mangrove swamps (Note: Science is taught protect and conserve estuaries
(S6LT-lli j-6) five times a week in and intertidal zones should be
(ELEM) in this case since made by the teacher before
Day 1: Explain the need to protect and MELC 7 is good for 1 week teaching Day1. (G5, Q2)
conserve tropical rainforests. it means that this MELC
Day 2: Explain the need to protect and days)
conserve coral reefs.
Day 3: Explain the need to protect and

conserve mangrove swamps.
Day 4-5 Form discussion groups to tackle issues

involving the protection and conservation of
ecosystems that serve as nurseries, breeding
places, and habitats for economically important
plants and animals.
QUARTER 3: FORCE, MOTION AND ENERGY
Content Standard: Content Standard: The learners demonstrate an understanding of gravity and friction affect the movement
of objects.
Performance Standard: The learners should be able to produce an advertisement that demonstrates road safety.
8 Infer how friction and gravity affect the movements 10 days

of different objects. (S6FE-IIIa-c-1) (Note: Science is taught
Day 1: Investigate why an object moving along in this case since MELC 8 is
a surface slows down and eventually stops. good for 2 weeks it means
Day 2: Describe and define friction. taught in 10 days)
Day 3: Investigate static friction.
Describe and define static friction.
Day 4-5: Investigate kinetic friction.

Describe and define kinetic friction.
Day 6: Describe how friction affects the movement

of an object
Day 7: Give instances of when friction is desirable

and undesirable.
Day 8: Perform a simple experiment on how
gravity affects motion.
Day 9-10: Produce an advertisement on road safety
Content Standard: The learners demonstrate an understanding of how energy is transformed in simple machines.
Performance Standard: The learners should be able to create a marketing strategy for a new product on electrical or light efficiency.
9 Demonstrate how sound, heat, light, and electricity 15 days

can be transformed. (S6FE-IIId-f-2) (Note: Science is taught
Day 1: Identify forms of energy (sound, light, electrical). in this case since MELC 9 is
good for 3 weeks it means
Day 2-3: Describe how sound is produced. that this MELC should be
Give examples of materials that produce taught in 15 days)
sound. Describe sound energy.
Day 4-6: Describe Heat.

Give examples of materials that produce
heat. Describe heat as a mode of energy
transfer.
Day 7: Describe light energy.

Give examples of materials that produce light.
Day 8: Demonstrate how heat can be transformed

into light.
Day 9: Demonstrate energy transformation

from electrical energy to sound energy.
Demonstrate energy transformation from
electrical energy to light to heat.
Day 10: Infer how electricity can be transformed

into sound to heat.
Day 11: Construct a diagram showing

energy transformation.
Day 12: Demonstrate various ways to conserve energy.
Day 13-15: Create a marketing strategy for a

new product on electrical or light efficiency.
10 Manipulate simple machines to describe 10 days

their characteristics and uses. (S6FE-g-i-3)
Day 1: Define and describe simple machines. five times a week (ELEM)
Identify the different kinds of machines. is good for 2 weeks it
Day 2-3: Describe, classify, and give applications of
a lever.
days)
Manipulate how a lever can lift an object.
Day 4: Describe the characteristics and functions of

an inclined plane.
Manipulate an inclined plane.

a wedge.
Manipulate a wedge.
Day 6: Describe the characteristics of a

screw. Demonstrate the use of a screw.

a pulley.
Day 8: Identify the types and uses of

pulley/Manipulate a pulley.
Day 9: Describe the characteristics and function of
a wheel and axle.
Manipulate a wheel and axle
Day 10: Identify simple machines present in

household devices.
Content Standard: The learners demonstrate an understanding of the effects of earthquakes and volcanic eruptions.
Performance Standard: The learners should design an emergency and preparedness plan and kit.
11 Describe the changes on the earth's surface as a 5 Days

result of earthquakes and volcanic eruptions. (Note: Science is taught
(S6ES-IVa-1) five times a week (ELEM)
Day 1: Describe changes on the earth's surface as a is good for 1 week it
result of an earthquake. means that this MELC
Day 2: Compare an area hit and not hit by an days)
earthquake.
Day 3: Illustrate changes on the earth's surface as a

result of volcanic eruptions.
Day 4: Compare an area hit and not hit by volcanic

eruptions.
Day 5: Predict what will happen to the earth's surface

with the occurrence of successive earthquakes and
volcanic eruptions.
12 Enumerate what to do before, during, and after an 5 Days

earthquake and volcanic eruptions (S6ESIVb-2) (Note: Science is taught
Day 1: Enumerate what to do before, during, and in this case since MELC12
after an earthquake. is good for 1 week it
Day 2: Create a presentation on what to do before, means that this
during, and after the earthquake.
Day 3: Enumerate what to do before, during, and MELC should be taught in

after volcanic eruptions. 5 days)
Day 4: Create a presentation on what to do before,

during, and after volcanic eruptions.
Day 5: Design a preparedness plan/emergency plan

and kit in case of earthquake and volcanic eruption.
Content Standard: The learners demonstrate an understanding of the weather patterns and seasons in the Philippines.
13 Describe the different seasons in the Philippines. 5 Days

(S6ES IVc-3) (Note: Science is taught
Day 1: Analyze and interpret the weather data in in this case since MELC13
each month of the year. is good for 1 week it
Day 2: Infer the season through weather patterns in should be taught in 5
the Philippines. days)
Day 3: Describe the different seasons in the Philippines.
Day 4: Determine the occurrence of the dry season

and wet season in the Philippines using a graph.
Explain the occurrence of the dry season and wet
season in the Philippines.
Day 5: Explain the importance of knowing the

weather patterns and seasons in the Philippines.
Content Standard: The learners demonstrate an understanding of the Earth's rotation and revolution.

14 Differentiate between rotation and revolution and 10 Days
describe the effects of the Earth’s motions (Note: Science is taught
(S6ES-IVe-f-5) five times a week (ELEM)
Day 1-2: Describe and illustrate the rotation of is good for 2 weeks it
the Earth. means that this MELC
Day 3: Describe the effects of Earth’s rotation. days)
Day 4-5: Describe and illustrate the revolution of
the Earth.
Day 6-7: Describe the effects of Earth’s revolution.
Day 8: Differentiate between rotation and revolution.
Day 9-10: Create an illustration of Sun-Earth-Moon

and explain the rotation and revolution of the Earth.
Content Standard: The learners demonstrate an understanding of the characteristics of planets in the solar system.
15 Compare the planets of the solar system (S6ES-IVg-h-6) 5 Days
Day 1: Identify the planets in the solar system.
Day 2: Describe the planets according to their (Note: Science is taught

observable characteristics (size, color, etc). five times a week (ELEM)
Day 3: Describe the planets according to their is good for 1 week it
distance from the Sun. means that this MELC
Day 4: Describe the planets according to their days)
composition.
Day 5: Compare the Earth with other planets which

makes it livable.
16 Construct a model of the solar system showing the 5 Days
relative sizes of the planets and their relative (Note: Science is taught
distances from the Sun (S6ES-IVi-j-7) five times a week (ELEM)
Day 1: Compare the sizes of the planets in the solar is good for 1 week it
system. means that this MELC
Day 2: Compare the relative distances of the planets days)
from the sun and other planets.
Day 3: Illustrate the planets in the solar system

focusing on their colors, relative sizes, and distances
from the Sun.
Day 4-5: Construct a model of the solar system

showing the relative sizes of the planets and their
relative distances from the Sun (S6ES-IVi-j-7)
SCIENCE 7
QUARTER 1: MATTER
Content Standard: Scientific ways of acquiring knowledge and solving problems.
Performance Standard: Perform in groups in guided investigations involving community-based problems using locally available
materials.
1 Describe the components of a scientific investigation. 4 Days

(S7MT-Ia-1) (Note: Science is taught
four times a week (JHS) in
Day 1: Identify and describe the components of this case since MELC1 is
a scientific investigation based on evidence. good for 1 week it means
Day 2: Differentiate qualitative from quantitative taught in 4 days)
observation and identify the independent,
dependent, and controlled variables.
Day 3: Formulate a hypothesis, collect, organize,

and interpret data about the investigation.
Day 4: Conduct a simple investigation involving

community-based problems by using locally
available materials. (Guided investigation related
to MELC 2)
Content Standard: Classifying substances as elements or compounds.
Performance Standard: Make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and
uses.
2 Recognize that substances are classified into elements 8 Days

and compounds. (S7MT-Ig-h-5) (Note: Science is taught
five times a week (JHS) in
Day 1: Differentiate elements from compounds this case since MELC2 is
based on their composition and properties. good for 2 weeks it means
Day 2: Describe briefly the history and basis of taught in 8 days)
naming elements.
Day 3: Classify elements into metal, nonmetal,

& metalloids according to their properties.
Day 4: Classify compounds into acid, base & salt

based on their properties.
Day 5-6: Identify and describe important elements

and compounds that are useful to humans, the
environment, and industry.
Day 7: Identify elements and compounds from food
labels and other products available at home,
market, and in the community.
Day 8: Create a presentation of common

elements showing their names, symbols, and
uses.
Content Standard: Properties of substances that distinguish them from mixtures.
Performance Standard: Investigate the properties of mixtures of varying concentrations using available materials in the community
for specific purposes.
3 Distinguish mixtures from substances based on a set of 8 Days Prior to teaching this competency,
properties. (S7MT-Ie-f-4) (Note: Science is taught consider revisiting the following
five times a week (JHS) in MELCs:
Day 1 -2: Distinguish mixtures from this case since MELC3 is
substances according to their composition good for 2 weeks it means Describe the appearance and
and properties. that this MELC should be uses of homogeneous and
taught in 8 days) heterogeneous mixtures.
Day 3-4: Classify given materials as substances or
mixtures (include chemical formula of substances with
their common names and chemical names of
materials found at home or in the community)
Day 5-6: Determine unknown samples as substances Give inputs and exercises first on:
or mixtures based on the given descriptions/ Classify mixtures into
statements. homogeneous and
heterogeneous.
Day 7-8: Show the importance of mixtures
and substances. Describe the characteristics of the
homogeneous and
heterogeneous mixture (G6, Q1)
Content Standard: Some important properties of solutions.
Performance Standard: Prepare different concentrations of mixtures according to uses and availability of materials.
4 Investigate properties of unsaturated or saturated 4 Days Prior to teaching this competency,

solutions. (S7MT-Ic-2) (Note: Science is taught consider revisiting the following
four times a week (JHS) in MELCs:
Day 1: Define solution operationally and identify this case since MELC4 is Describe the appearance and
and describe the components, properties, and good for 1 week it means uses of homogeneous and
characteristics of solutions. that this MELC should be heterogeneous mixtures.
taught in 4 days)
Day 2: Investigate the factors affecting solubility. Specifically, on Day 1, give inputs
and exercises first on:
Day 3-4: Investigate the properties of unsaturated,
saturated, and supersaturated solutions S7MT-Ic-2.5 Define and identify the solute and
a. Perform an experiment on saturation of solution the solvent in a solution. (G6, Q1)
and differentiate saturated, unsaturated, and
supersaturated solutions.
Content Standard: Some important properties of solutions.
Performance Standard: Prepare different concentrations of mixtures according to uses and availability of materials.
5 Express concentrations of solutions quantitatively by 4 Days Prior to teaching this competency,

preparing different concentrations of mixtures (Note: Science is taught consider revisiting the following
according to uses and availability of materials. four times a week (JHS) in MELCs:
(S7MT-Id-3) this case since MELC5 is Describe the appearance and
good for 1 week it means uses of homogeneous and
Day 1: Enumerate and describe the types of solutions that this MELC should be heterogeneous mixtures.
according to the proportion of the solute and the taught in 4 days)
solvent (Diluted & Concentrated) and Specifically, Day 1 & 4, give inputs
identify and describe the types of solutions according and exercises first on:
to the amount of solute present in a given solvent Identify common examples of
(Concentration) solutions found at home and
describe their uses. (G6, Q1)
Day 2: Calculate the percentage by weight of the
given solutions.
Day 3: Calculate the percentage by volume of the

given solutions.
Day 4: Prepare different concentrations of solutions

using available materials at home.
Content Standard: The learners demonstrate understanding of the parts and functions of the compound microscope.
Performance Standard: The learners should be able to employ appropriate techniques using the compound microscope to gather
data about very small objects.
6 Identify parts of the microscope and their functions 4 Days

(S7LT IIa-1) (Note: Science is taught
four times a week in (JHS)
Day 1: Describe, define, and state the uses of in this case since MELC 6 is
a microscope. good for 1 week it means
Day 2: Discuss the history of microscopes. taught in 4 days)
Day 3: Describe the parts of the microscope and its
functions using materials as provided by the
teachers (label & color the parts)
Day 4: Demonstrate the basic microscope

technique and guidelines to follow.
7 Focus specimens using the compound 4 Days MELC 7 could only be attained
microscope (S7LT-IIb-2) (Note: Science is taught with the use of a microscope.
Day 1: Differentiate Simple and Compound Microscope in this case since MELC 7 is Without a microscope, the allotted
Day 2: Differentiate the magnifying power or good for 1 week it means time could be used to discuss other
magnification from resolving power or that this MELC should be MELCs.
resolution taught in 4 days)
Day 3-4: Illustrate how to focus specimens.
Content Standard: The learners demonstrate understanding of the different levels of biological organization.
8 Describe the different levels of biological organization 4 Days Prior to teaching this competency,
from cell to biosphere (S7LT-IIc-3) (Note: Science is taught specifically Day 4, give inputs and
four times a week in (JHS) exercises first on:
Day 1-3: Describe, identify, and summarize the levels in this case since MELC 8 is - Explain how the different organ
of biological organization from cell to biosphere. good for 1 week it means systems work together
that this MELC should be (S6LT-llc-d 2)
Day 4: Suggest ways of taking care of the taught in 4 days) - Discuss healthful habits that
biological organization from cell to biosphere. promote proper functioning of
all the organs systems in the
body (G6, Q2)
Content Standard: The learners demonstrate understanding of the difference between animal and plant cells.
9 Differentiate plant and animal cells according to the 2 Days

presence or absence of certain organelles (Note: Science is taught
(S7LT-IIc-3) four times a week in (JHS)
Day 1: Discuss the parts and function of the animal and 10 is good for 1 week
and plant cells. it means that this MELC
should be taught in 4days)
Day 2: Compare and contrast animal and plant cells
based on their function and the presence/absence of
certain organelles.
10 Day3-4: Explain why the cell is considered the basic

structural and functional unit of all organisms
(S7LT-IIe-5)
Content Standard: The learners demonstrate understanding of the reproduction being both asexual or sexual.
11 Differentiate asexual from sexual reproduction in terms 4 Days Prior to teaching this competency,
of: 1. number of individuals involved; (Note: Science is taught specifically Day 17 and 19, give
2. similarities of offspring to parents (S7LT-llg-7) four times a week in (JHS) inputs and exercises first on:
in this case since MELC 11 - Describe the reproductive parts
Day 1: Describe vegetative reproduction. is good for 1 week it in
means that this MELC plants and their functions (S5LT
Day 2: Describe the different types of asexual should be taught in 4 IIf-6
reproduction (e.g. budding, binary fission, days)
fragmentation, regeneration, parthenogenesis).
The teacher can solicit responses
Day 3: Describe sexual reproduction in plants and to learners in terms of the parts in
animals. plants that are used for
reproduction.
Day 4: Using the Venn diagram differentiate asexual
from the sexual reproduction. - Describe the different modes of
reproduction in animals,
flowering and non-flowering
plants (S5LT-lle-5, S5LT-lle-6, S5LT
lle-7)
The teacher can give simple
exercises or inputs that will allow
the students to review:
- modes of reproduction in
animals such as butterflies,
mosquitoes, frogs, cats and
dogs
- reproductive plant parts such as
Bermuda grass, potato, ginger,
onion, and garlic
- modes of reproduction of
flowering and non-flowering
plants such as moss, fern,
mongo and others (G5, Q2)
For Day 3, it is recommended for

teachers to highlight the process of
fertilization.
Content Standard: The learners demonstrate understanding of the organisms interacting with each other and with their
environment to survive.
12 Differentiate biotic from abiotic components of an 2 DAYS Prior to teaching this competency,
ecosystem (S7LT-llh-9) (Note: Science is taught specifically Days 1-2, give inputs
four times a week in (JHS) and exercises first on:
Day 1: Identify and describe abiotic factors and in this case since MELC 12 - Discuss the interactions among
how these factors affect the ecosystem. and 13 is good for 1 week living things and nonliving
it means that this MELC things in tropical rainforests,
Day 2: Identify biotic components and discuss their should be taught in 4 coral reefs, and mangrove
roles in a given ecosystem. days) swamps (S6LT-lli-j
5)

- Identify the living and nonliving
things in tropical rainforests,
coral reefs, and mangroves.
(G6, Q2)
13 Describe the different ecological relationships found in Prior to teaching this competency,
an ecosystem (S7LT-llh-10) specifically Day 3, give inputs and
exercises first on:
Day 3: Identify and describe the different types - Discuss the interactions among
of ecological relationships found in an living things and nonliving
ecosystem. things in tropical rainforests,
coral reefs, and mangrove
swamps (S6LT-lli-j
5)

- Description of living things and
Day 4: Describe the role of organisms in an non-living things found in
ecosystem, with emphasis on the predator-prey tropical rainforests, coral reefs,
relationship and intraspecific and interspecific and mangrove swamps
competition. including interactions. (G6,
Q2)
14 Predict the effect of changes in abiotic factors on the 4 Days Prior to teaching this competency,
ecosystem (S7LT-llj-12) (Note: Science is taught specifically Days 1-2, give inputs
four times a week in (JHS) and exercises first on:
Day 1-2: Identify and describe the changes in in this case since MELC 14 - Explain the need to protect and
abiotic factors in an ecosystem. is good for 1 week it conserve tropical rainforests,
means that this MELC coral reefs, and mangrove
Day 3-4: Predict how the changes in abiotic should be taught in 4 swamps (S6LT-lli-j-6) (G6, Q2)
factors affect a balanced ecosystem. days)
Content Standard: The learners demonstrate an understanding of motion in one dimension.
Performance Standard: The learners should be able to conduct a forum on mitigation and disaster risk reduction.
15 Describe the motion of an object in terms of distance 8 Days

or displacement, speed or velocity, and acceleration. (Note: Science is taught
(S7FE-IIIa-1) four times a week (JHS) in
this case since the MELC
15 is good for 2 weeks it
Day 1 and 2: days)
- Describe motion as a change in position.
- Differentiate distance from displacement. - Describe
motion in terms of distance and displacement.
Day 3 and 4:
- Define speed operationally.

- Differentiate speed from velocity.
- Describe motion in terms of speed and velocity. -
Solve problems involving constant speed/constant
velocity.
Day 5 and 6:
- Define acceleration.
- Describe motion in terms of acceleration.
Day 6: Calculate the acceleration of a moving object.
Day 7 and 8: Conduct a forum on mitigation and

disaster risk reduction.
Content Standard: The learners demonstrate an understanding of motion in one direction.
16 Create and interpret visual representations of the 4 Days

motion of objects such as tape charts and motion (Note: Science is taught
graphs (S7FE IIIb-3) four times a week (JHS) in
Day 1: Determine the x and y axes of a motion graph. 16 is good for 1 week it
Day 2: Plot and interpret a distance vs time graph should be taught in 4
that shows motion. days)
Day 3: Plot and interpret a speed vs time graph
that shows motion.
Day 4: Create motion graphs based on a set

of tabulated data and tape charts.
Content Standard: The learners demonstrate an understanding of waves as a carrier of energy.
17 Infer that waves carry energy. 4 Days

Day 1-2: four times a week (JHS) in
- Describe waves. this case since the MELC
- Demonstrate that a wave carries energy. 17 is good for 1 week it
- Describe what happens to the particles of a medium means that this MELC
as a wave is propagated through the medium. should be taught in 4
days)
Day 3-4: Identify and describe the different parts of a
wave.
18 Describe the characteristics of a sound using the 4 Days

concepts of wavelength, velocity, and amplitude. (Note: Science is taught
(S7FE IIId-7) four times a week (JHS) in
Day 1- 2: 18 is good for 1 week it
- Describe how sound waves are produced and means that this MELC
propagated. should be taught in 4
- Relate pitch to frequency and loudness to amplitude. days)
Day 3- 4:
- Solve problems involving relations between speed,
wavelength, and frequency of sound.
- Compare the speed of sound waves in different
media.
Content Standard: The learners demonstrate understanding of the characteristics of light
Performance Standard: The learners should be able to suggest proper lighting in various activities
19 Explain the color and intensity of light in terms of its 4 Days Prior to teaching this competency,
wave characteristics. (no LC code) (Note: Science is taught specifically Day 2, give inputs and
four times a week (JHS) in exercises first on:
Day 1: Recognize that white light is composed of this case since the MELC
different colors. 19 is good for 1 week it Relate the ability of the material to
means that this MELC block, absorb, or transmit light to its
Day 2-3: should be taught in 4 use (G5, Q3)
- Relate colors and intensity of light to wavelength days)
and frequency. Investigate how black and colored
- Compare the different colors of light in terms of objects affect the ability to absorb
wavelength and frequency. heat.
Day 4:
- Explain why objects appear in different
colors. - Suggest proper lighting in various
activities.
Content Standard: The learners demonstrate an understanding of how heat is transferred.
20 Infer the conditions necessary for heat transfer to 4 Days

occur. (S7FE-IIIh-i-12) (Note: Science is taught
Day 1: this case since the MELC
- Differentiate heat from the temperature. 20 is good for 1 week it
- Describe what happens to the temperature of an means that this MELC
object when heat is added or released. should be taught in 4
- Explain how heat flows from one object to another. days)
Day 2:
- Infer that conduction takes place between objects
in direct contact.
- Explain how conduction occurs.
Day 3:
- Infer that convection takes place between
fluids. - Explain how convection occurs.
Day 4: Explain how radiation occurs.
Content Standard: The learners demonstrate charges and the different charging processes.
21 Describe the different types of charging processes. 4 Days

(S7FE-IIIj-13) (Note: Science is taught
Day 1: this case since the MELC
- Define atom and identify its particles. 21 is good for 1 week it
- Define electric charge. means that this MELC
Day 2: Explain how atoms become days)
electrically charged.
Day 3: Demonstrate charging by friction

and conduction.
Day 4: Show through diagrams charging by induction.
Content Standard: The learners demonstrate understanding of the relation of the geographical location of the Philippines to its
environment
Performance Standard: The learners shall be able to analyze the advantage of the location of the Philippines in relation to the
climate, weather, and seasons.
22 Demonstrate how places on Earth may be located 4 Days

using a coordinate system. (S7ES-IVa-1) (Note: Science is taught
Day 1: Identify and describe imaginary lines in the this case since MELC 22 is
globe/map used in locating places. good for 1 week it means
Day 2: Locate places on a map using a coordinate taught in 4 days.)
system.
Day 3: Describe the location of the Philippines using

latitude and longitude and identify the major bodies
of water and landmasses surrounding it.
Day 4: Infer the importance of the location of the

Philippines with respect to the continents and oceans
of the world.
23 Cite and explain ways of using Earth’s resources 4 Days Prior to teaching this competency
sustainably. (S7ES-IVc-2) (Note: Science is taught specifically on Day 3, give inputs
four times a week (JHS) in and discussions first specifically on:
Day 1: Identify and describe the uses of renewable this case since MELC 23 is
and non-renewable resources. good for 1 week it means Factors that affect the amount of
that this MELC should be soil carried away: c) presence of
Day 2: Explain ways on how to sustain Earth’s resources. taught in 4 days.) land crops; d) dryness and size of
soil particles. (G5, Q4).
Day 3: Identify the human activities that affect the
natural resources and describe their effects.
Day 4: Suggest ways to reduce the negative effects of

human activities on natural resources.
Content Standard: The learners demonstrate understanding of different phenomena that occur in the atmosphere

24 Discuss how energy from the Sun interacts with the 4 Days Prior to teaching this competency,
layers of the atmosphere. (S7ES-IVd-3) (Note: Science is taught specifically Day 1, give inputs and
four times a week (JHS) in discussions first on:
DAY 1: Describe the different layers of the this case since MELC 24 is
Earth’s atmosphere. good for 1 week it means The observable characteristics of
that this MELC should be the Earth (composition and
DAY 2: Differentiate the layers of the atmosphere taught in 4 days). relative distance from the Sun).
in terms of temperature and altitude. (G6, Q4)
DAY 3-4: Discuss how energy from the Sun interacts

with the layers of the atmosphere.
25 Account for the occurrence of land and sea breezes, 4 Days Prior to teaching this competency,
monsoons, and intertropical convergence zone (ITCZ) (Note: Science is taught specifically Day 3, give inputs and
(S7ES-IVf-4). four times a week (JHS) in discussions first on:
DAY 1: Describe the effect of the difference in good for 1 week it means Determine the occurrence of the
temperature and pressure on the movement of that this MELC should be dry season and wet season in the
air. taught in 4 days). Philippines (G6, Q4).
DAY 2: Explain the occurrence of land breeze and
sea breeze.
DAY 3: Identify and describe the effects of

different monsoons in the Philippines.
DAY 4: Infer the occurrence of intertropical

convergence zone (ITCZ) in the Philippines.
Content Standard: The learners demonstrate an understanding of the relationship between the seasons and the position of the Sun
in the sky.
Performance Standard

26 Using models, relate: 8 Days Prior to teaching this competency,
1. the tilt of the Earth to the length of daytime; (Note: Science is taught specifically Day 1, give inputs and
2. the length of daytime to the amount of four times a week (JHS) in discussions on:
energy received; this case since MELC 26 is
3. the position of the Earth in its orbit to the height good for 2 weeks it means Differentiate between rotation and
of the Sun in the sky; that this MELC should be revolution and describe the effects
4. the height of the Sun in the sky to the amount taught in 8 days). of the Earth’s motions (G6, Q4).
of energy received;
5. the latitude of an area to the amount of
energy received;
6. tilt of the Earth and the seasons. (S7ES-IVh-5)
DAY 1: Illustrate the position and movement of the

Earth around the Sun.
DAYS 2-3:
Relate the tilt of the Earth to the length of daytime
and nighttime and seasons.
DAY 4: Illustrate the position of the Sun and Earth at

different seasons of the year.
DAY 5: Relate the length of daytime to the amount of

energy received.
DAY 6: Relate the position of the Earth in its orbit to the

height (altitude) of the Sun in the sky.
DAY 7: Relate the height (altitude) of the Sun in the sky

to the amount of energy received.
DAY 8: Relate the latitude of an area to the amount of

energy it receives.
Content Standard: The learners demonstrate an understanding of the occurrence of eclipses.
Performance Standard

27 Explain how solar and lunar eclipses occur using 4 Days
models. (S7ES-IVj-6) (Note: Science is taught
DAY 1: Differentiate solar and lunar eclipse. this case since MELC 27 is
good for 1 week it means
DAY 2: Illustrate the position of the that this MELC should be Prior to teaching this competency,
Sun-Moon-Earth system during a solar and lunar taught in 4 days). give inputs and discussions first
eclipse. specifically on:
Day 2
Revolution of the Moon around the

Earth
Infer the pattern in the changes in

the appearance of the Moon ( G5,
Q4).
DAY 3: Explain how solar and lunar eclipses occur. DAY 3
Phases of the Moon
Infer the pattern in the changes in

the appearance of the Moon. (G5,
Q4)
DAY 4: Explain beliefs and practices in relation

to eclipses.
SCIENCE 8
QUARTER I: FORCE, MOTION, AND ENERGY

Content Standard: The learners demonstrate an understanding of Newton’s Three Laws of Motion.
Performance Standard: The learners should be able to develop a written plan and implement a “Newton’s Olympics”.
1 Investigate the relationship between the amount of 4 Days

force applied and the mass of the object to the (Note: Science is taught
amount of change in the object’s motion (S8FE-Ia15) four times a week (JHS) in
Day 1: good for 1 week it means
- Define Inertia. that MELC1 should be
- Relate inertia to mass. taught in 4 days)
- Explain the Law of Inertia.
Day 2:
- Relate Inertia to stopping forces like friction. -
Cite situations where the law of inertia applies.
Day 3:
- Show the effect of force and mass on acceleration. -
State Newton’s Second Law of Motion- The Law of
Acceleration.
Day 4: Solve problems involving the Law of Acceleration.
2 Infer that when a body exerts a force on another, an 4 Days

equal amount of force is exerted back on it (S8FE-Ia16) (Note: Science is taught
Day 1: this case since MELC 2 is
- Explain Newton’s Third Law of motion as a law of good for 1 week it means
interaction. that this MELC should be
- Explain why action and reaction forces do not cancel taught in 4 days)
each other.
Day 2: Apply the law of interaction to falling bodies
and to activities like walking and swimming as well as
to jet and rockets.
Day 3 -4: Develop a written plan and implement

a “Newton’s Olympics”.
Content Standard: The learners demonstrate an understanding of gravitational potential energy, kinetic energy, and elastic
potential energy.
3 Identify and explain the factors that affect potential 4 Days

and kinetic energy (S8FE-Id-22) *closest CG code (Note: Science is taught
- Define gravitational potential energy. good for 1 week it means
- Determine the factors that affect the gravitational. that MELC3 should be
potential energy gained by an object. taught in 4 days)
- Calculate the potential energy of an object.
Day 2:
- Define kinetic energy.
- Determine the factors that affect the kinetic energy
of an object.
Day 3: Calculate the kinetic energy of an object.
Day 4: Differentiate gravitational potential

energy from kinetic energy.
Content Standard: The learners demonstrate an understanding of the propagation of sound through solid, liquid, and gas.

4 Investigates the effect of temperature on the speed of 2 Days Prior to teaching this competency,
sound (S8FE-Ie-25) *closest CG code (removed (Note: Science is taught give inputs and exercises first on:
“through fair testing” four times a week (JHS) in
Day 1: Determine the effect of temperature on the good
speed of sound. for 1/2 week it means Describe the characteristics of a

that this MELC should be sound using the concepts of
Day 2: Compute the speed of sound in air at taught in 2 days) wavelength, velocity, and
different Temperature. amplitude. (S7FE-IIId-7)
Content Standard: The learners demonstrate an understanding of some properties and characteristics of visible light.
Performance Standard: The learners should be able to discuss phenomena such as blue sky, rainbow, and red sunset using the
concept of wavelength and frequency of visible light.
5 Explain the hierarchy of colors in relation to the energy 2 DAYS Prior to teaching this competency,
of visible light (S8FE -If – 27) (Note: Science is taught give inputs and exercises first on:
Day 1: Relate wavelength, frequency, and velocity this case since the MELC is Infer that waves carry energy. (G7,
of colors to the energy that it carries. good for 1/2 week it Q3)
Day 2: Explain the hierarchy of colors in relation to should be taught in 2 Explain the color and intensity of
energy. days) light in terms of its wave
characteristics. (no LC code)
Content Standard: The learners should demonstrate an understanding of heat and temperature, and the effects of heat on the
body.

6 Differentiate between heat and temperature at the 4 Days
molecular level (S8FE -Ig – 29) (Note: Science is taught
- Define heat. good for 1 week it means
- Define temperature. that this MELC should be
taught in 4 days)
Day 2: Differentiate between heat and
temperature at the molecular level.
Day 3-4:
- Relate heat to mass and temperature through the
concept of specific heat capacity.
- Calculate the heat absorbed or released to raise or
decrease the temperature of a substance.
Content Standard: The learners should demonstrate an understanding of the current-voltage-resistance relationship, electric
power, electric energy, and home circuitry.
7 Infer the relationship between current and voltage 4 Days

(S8FE Ih-30) (Note: Science is taught
Day 1: Infer the relationship between current and this case since MELC 7 is
charge. good for 1 week it means
Day 2: Define current, voltage, and resistance. taught in 4 days)
Day 3: Discuss the relationship of current to voltage
Note: MELC 7 was allotted
and resistance in an electric circuit.
1 week (4 days) from the
original 2-week
instructional time since
the competency can be
Day 4: Solve problems involving Ohm’s Law. covered in a shorter time.
This is also to allot more
time for the 3 preceding
MECS which were
originally fused to 1 week.
8 Explain the advantages and disadvantages of series 4 Days Prior to teaching this competency,
and parallel connections in homes (S8FE -li – 31) (Note: Science is taught give inputs and exercises first on:
Day 1: Illustrate series and parallel this case since MELC 8 Determine the effects of changing
connections through schematic diagrams. and 9 is good for 1 week it the number or type of components
means that this MELC in a circuit (S5FE-IIIg-7) (G5, Q3)
Day 2: Differentiate series and parallel connections should be taught in 4
in terms of voltage, current, and resistance. days) Draw a simple circuit diagram
using common electrical symbols
Day 3: Explain the advantages and disadvantages of
series and parallel connections in homes
Differentiate complete from the
9 Day 4: incomplete circuit and open from
Explain the functions of circuit breakers, fuses, earthing, a closed circuit
double insulation, and other safety devices in the
home (S8FE -li – 33) Differentiate between a series
circuit and a parallel circuit
Design an experiment on a series

connection and a parallel
connection
Content Standard: The learners demonstrate an understanding of the relationship between faults and earthquakes.

1. participate in decision making on where to build structures based on knowledge of the location of active faults in the
community;
2. make an emergency plan and prepare an emergency kit for use at home and in school.
10 Using models or illustrations, explain how movements 4 Days Prior to teaching this competency,
along faults generate earthquakes. (Note: Science is taught specifically Day 1, give inputs and
(S8ES-IIa-14) four times a week (JHS) in discussions first on:
Day 1: Define fault and explain how it is formed. good for 1 week it means The geologic process such as
that this MELC should be earthquakes that change the
Day 2: Describe the three types of faults and taught in 4 days) Earth’s surface. (G6, Q4)
relate with the types of stress.
Day 3: Describe the effects of bending of rocks along

faults.
Day 4: Illustrate how movements along faults generate

earthquakes.
11 Differentiate the: 4 Days Prior to teaching this competency,

1. epicenter of an earthquake from its focus; (Note: Science is taught specifically Day 4, give inputs and
2. intensity of an earthquake from its four times a week (JHS) in discussions first on:
magnitude; 3. active and inactive faults this case since MELC 11 is
(S8ES-IIa-15) good for 1 week it means Safety measures before, during,
that this MELC should be and after the earthquake. (G6,
Day 1: Differentiate epicenter from focus and taught in 4 days) Q4)
intensity from magnitude.
Day 2: Discuss the scale adapted in the Philippines

to describe the intensity and magnitude of an
earthquake.
Day 3: Differentiate active and inactive faults and
their significance in decision-making on building
structures.
Day 4: Prepare an emergency kit for use at home.
12 Explain how earthquake waves provide information 4 Days

about the interior of the earth. (Note: Science is taught
(S8ES-IIc-17) four times a week (JHS) in
Day 1: Identify the layers of the Earth and good for 1 week it means
their characteristics in relation to seismic that this MELC should be
waves. taught in 4 days)
Day 2-3: Describe and compare the behavior of
seismic waves (body waves and surface waves)
Day 4: Explain how P and S waves are used to

describe the interior of the Earth
Content Standard: The learners demonstrate understanding of the formation of typhoons and their movement within the PAR.

1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals,
and calls for evacuation given by government agencies in charge;
2. participate in activities that lessen the risks brought by typhoons.
13 Explain how typhoons develop and how it is affected 4 Days Prior to teaching this competency,
by landmasses and bodies of water (Note: Science is taught specifically Day 1, give inputs and
four times a week (JHS) in discussions first on:
Day 1: Characterize a typhoon and how it develops. this case since MELC 13 is
good for 1 week it means Convection current in the
that this MELC should be atmosphere (G7, Q4)
taught in 4 days)
Day 2: Describe the wind speed and air pressure in the Prior to teaching this competency,
different parts of a typhoon. specifically Day 2, give inputs and
discussions first on:
Day 3: Describe the effects of the eye and eyewall of The effect of the difference in
the typhoon as it passes through an area. temperature and pressure on the
movement of air. (G7, Q4)
Day 4: Explain how landmasses and bodies of water
affect the typhoon.
14 Trace the path of typhoons that enter the Philippine 4 Days Prior to teaching this competency,
Area of Responsibility (PAR) using a map and tracking (Note: Science is taught specifically Day 1, give inputs and
data. (S8ES-IIe-21) four times a week (JHS) in discussions first on:
Day 1: Track the path taken by a tropical cyclone good for 1 week it means locating places on Earth using the
given its coordinates. that this MELC should be coordinate system. (G7, Q4)
taught in 4 days)
Day 2: Determine whether a tropical cyclone is within
or outside the PAR.
Day 3: Describe how tropical cyclone is tracked and

discuss why there is a need for PAGASA to regularly
monitor tropical cyclones near the PAR.
Day 4: Discuss precautionary measures before, during,

and after a typhoon.
Content Standard: The learners demonstrate understanding of characteristics of comets, meteors, and asteroids
Performance Standard: The learners should be able to discuss whether or not beliefs and practices about comets and meteors
have scientific basis.
15 Compare and contrast comets, meteors, and 4 Days

asteroids. (S8ES-IIg-22) (Note: Science is taught
Day 1: Characterize comets, meteors, and asteroids. this
Day 2: Describe the changes in a fragment from a case since MELC 15 is
comet, asteroid, or meteor as it enters the Earth’s good for 1 week it means
atmosphere. that this MELC should be
taught in 4 days)
Day 3: Illustrate the impacts of asteroids and comets
on Earth.
Day 4: Determine whether beliefs and practices about

comets and meteors are scientific or not.
QUARTER 3: MATTER
Content Standard: The learners demonstrate understanding of the particle nature of matter as a basis for explaining properties,
physical changes, and structure of substances and mixtures.
Performance Standard: The learners should be able to present how water behaves in its different states within the water cycle.
16 Explain the properties of solids, liquids, and gases 8 Days Prior to teaching this competency,
based on the particle nature of matter; (S8MT-IIIa-b-8) (Note: Science is taught give inputs and exercises first on:
Day 1: Identify and describe the classification of this case since MELC 16 is MELC 2
matter based on its physical state (solids, liquids, and good for 2 weeks it means Define solution operationally and
gases). that this MELC should be identify and describe the
taught in 8 days) components of a solution (G7, Q1)
Day 2-4 - Differentiate solids, liquids, and gases based
on its shape, molecular arrangement, mass and
volume, and the movement of its molecules.
Day 5-6: Differentiate the structure of solids, liquids,

and gases based on their boiling point and melting
point.
Day 7 - 8 - Represent solids, liquids, and gases

through molecular models.
17 MELCs: Explain physical changes in terms of the 8 Days

arrangement and motion of atoms and (Note: Science is taught
molecules; (S8MT-IIIc-d-9) four times a week (JHS) in
Day 1: Differentiate physical from chemical change. this case since MELC 17 is
Day 2-3: Enumerate and discuss the different that this MELC should be
physical/phase changes in matter (Evaporation, taught in 8 days)
Condensation, Sublimation, etc.) in terms of
molecular arrangement and molecular motion.
Day 4-5: Demonstrate through various means how

phase changes in matter are affected by change
in temperature.
Day 6-8: Present how water behaves in different states

in a water cycle (through song, poem, illustration,
video clips, etc.)
Content Standard: The learners demonstrate understanding of the identity of a substance according to its atomic number.
18 MELCs: Determine the number of protons, neutrons, 8 Days

and electrons in a particular atom; (S8MT-IIIe-f-10) (Note: Science is taught
Day 1: Differentiate atoms from molecules. this case since MELC 18 is
Day 2-3: Discuss the historical background of the atom that this MELC should be
and its sub-atomic particles and explain its relevance taught in 8 days)
in the development of the atomic model.
Day 4: Describe the atom and its sub-atomic particles.
Day 5-6: Determine the number of electrons, protons,

and neutrons in an atom.
Day 7: Define isotopes and give examples and their uses.
Day 8: Determine the number of protons, neutrons,

and electrons in the different isotopes of an element.
Content Standard: The learners demonstrate understanding of the periodic table of elements as an organizing tool to determine
the chemical properties of elements.
19 MELCs: Use the periodic table to predict the 4 Days Prior to teaching this competency,
chemical behavior of an element. (S8MT-IIIi-j-12) (Note: Science is taught give inputs and exercises first on:
four times a week (JHS) in MELC 2
Day 1: Write a simple electron configuration of this case since MELC 19 is Recognize that substances are
representative elements and relate them to good for 1 week it means classified into elements and
their classification in the Periodic Table. that this MELC should be compounds (S7MT-Ig-h-5) (G7, Q1)
taught in 8 days)
Day 2-4: Describe and predict the elements’ trend in
the PT with respect to its atomic size, electronegativity,
ionization energy; and reactivity.
Note: If time permits, you can extend the discussion

of periodic trends to enrich learning.
Content Standard: The learners demonstrate understanding of …

1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with
nutrients for energy.
2. diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard: The learners should be able to present an analysis of the data gathered on disease resulting from
nutrient deficiency.
20 Explain ingestion, absorption, assimilation, and 4 Days

excretion (S8LT-lVa-13) (Note: Science is taught
Day 1: Describe the functions of each organ of the this
digestive system and trace the pathway of food case since MELC 20 is
through the digestive tract. good for 1 week it means
Day 2: Discuss how digestive organs work together taught in 4 days)
to carry out digestion of food and assimilation of
nutrient.
Day 3: Illustrate how ingestion, absorption,

assimilation, and excretion take place in the
interaction of Digestive System with the circulatory,
respiratory, and excretory systems.
Day 4: Enumerate the different diseases of the the

digestive system resulting from nutrient deficiency and
ingestion of harmful substances, their prevention, and
treatment.

1. how cells divide to produce new cells.
2. how meiosis is one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard: The learners should be able to report on the importance of variation in plant and animal breeding.
21 Compare mitosis and meiosis, and their role in the cell 4 Days Prior to teaching this competency,
division cycle (S8LT-lVd-16) (Note: Science is taught discuss the parts of plant and
four times a week (JHS) in animal cells that perform
Day 1: Describe the stages of the cell cycle. this case since MELCs 21 important functions in the cell
Describe the changes that occur during each stage of and 22 are good for 1 division.
mitosis. week it (Grade 7 -Q2)
means that these MELCs
Day 2: Describe the changes that occur in each stage should be taught in 4
of meiosis. days)
Day 3: Compare mitosis and meiosis.
22 Day 4: Explain the significance of meiosis in

maintaining the chromosome number (S8LT-lVe-17)
23 Predict phenotypic expressions of traits following 4 Days
simple patterns of inheritance (S8LT-lVe-18) (Note: Science is taught
Day 1: Describe the Mendelian Principles by this case since MELC 23 is
analyzing Mendel’s experiment on garden peas. good for 1 week it means
Day 2: Identify the genotypic and phenotypic taught in 4 days)
ratios of offspring in the standard monohybrid
cross.
Day 3: Solve problems involving Mendelian

Genetics using Monohybrid Cross.
Day 4: Solve problems involving Mendelian

Genetics using Dihybrid Cross.
1. the concept of a species

2. the species as being further classified into a hierarchical taxonomic system
Performance Standard: The learners should be able to report (e.g., through a travelogue) on the activities that communities
engage in to protect, and conserve endangered and economically important species.
24 Explain the concept of a species (S8LT-lVg-19) 4 Days Prior to teaching this competency,
(Note: Science is taught explain how the different organ
Day 1: Describe the concept of species four times a week (JHS) in systems work together specifically,
Identify the levels of biodiversity as the basis for this case since MELCs 24 (Invertebrates)
classifying organisms. and 25 are good for 1 Classify and describe the
week it characteristics of the following
25 Classify organisms using the hierarchical taxonomic means that these MELCs groups of invertebrates: -worms,
system (S8LT-lVg-20) should be taught in 4 shellfish, and snail
days) Give examples of vertebrates and
Day 2: Identify the different levels in the hierarchical
invertebrates that are commonly
taxonomic system.
seen in the community.
Day 3-4: Classify organisms using the hierarchical Enumerate the ways of caring and
taxonomic system, give examples in each kingdom protecting these animals.
and state their economic importance. (Grade 6-Q2)
26 Explain the advantage of the high biodiversity in 2 Days Prior to teaching this competency,
maintaining the stability of an ecosystem (S8LT-lVg-21) (Note: Science is taught briefly discuss the effects of the
four times a week (JHS) in environment on the life cycle of
Day 1: Describe the advantages of high biodiversity. this case since the MELC organisms among living things.
26 is good for 1/2 week it (Grade 6- Q2)
Day 2: Differentiate high and low biodiversity. means that these MELCs
days)
Content Standard: The learners demonstrate understanding of the one–way flow of energy and the cycling of materials in
an ecosystem.
Performance Standard: The learners should be able to Make a poster comparing food choices based on the trophic levels.
27 Describe the transfer of energy through the trophic 2 Days Prior to teaching this competency,
levels (S8LT-lVg-22) (Note: Science is taught describe the role of organisms in
four times a week (JHS) in an ecosystem, with emphasis on
Day 3-4: Construct an energy pyramid and explain this case since the MELC the predator-prey relationship and
how the energy transfer takes place in each trophic 27 is good for 1/2 week it intraspecific and interspecific
level. means that these MELCs competition.
should be taught in 4 (Grade 7 -Q2)
days)
28 Analyze the roles of organisms in the cycling of 4 Days Prior to teaching these
materials (S8LT-lVg-23) (Note: Science is taught competencies, discuss the
four times a week (JHS) in concepts about biotic and abiotic
this case since the MELC factors and their important roles in
28 and 29 is good for 1 the ecosystem. (Grade 7-Q2)
Day 1: Identify the different organisms involved in the week it
cycling of materials in the ecosystem. means that this MELC Predict the effect of changes in
Examine the roles of each organism in the cycling of should be taught in 4 abiotic factors on the ecosystem
materials. days) (Grade 7-Q2)
29 Explain how materials cycle in an ecosystem

(S8LT-lVg 24)
Describe the cycling of materials in the

following biogeochemical cycles:
Day 2: The Water cycle and Oxygen-Carbon
Cycle. Day 3-4: The Phosphorus Cycle and
Nitrogen Cycle.
30 Suggest ways to minimize human impact on the 4 Days Prior to teaching this competency,
environment (S8LT-lVg-25) (Note: Science is taught discuss/recall the concepts about
four times a week (JHS) in the need to protect and conserve
Day 1-2: Explain how human activities affect this case since MELC 30 is the tropical rainforests, coral reefs,
the Environment. good for 1 week it means and mangrove swamps. (Grade 6-
that this MELC should be Q2)
Day 3-4: Propose solutions on how to help lessen taught in 4 days)
the effects of different environmental problems
(Problem Based Learning).
SCIENCE 9
Content Standard: The learners demonstrate understanding of

1. how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and
nutrients to the different parts of the body.
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems.
Performance Standard: The learners should be able to conduct an information dissemination activity on effective ways of
taking care of the respiratory and circulatory systems based on data gathered from the school or local health workers.

1 Explain how the respiratory and circulatory systems 8 Days
work together to transport nutrients, gases, and other (Note: Science is taught
molecules to and from the different parts of the body four times a week (JHS) in
(S9LT-Ia-b-26) this case since the MELC is
Day 1: that MELC1 should be
1. Identify the key parts and function of taught in 8 days)
the respiratory system.
2. Explain how the lungs work.
Day 2: Describe how the movement of the

diaphragm helps the air go in and out of the lungs.
Day 3: Identify the components of the

circulatory System.
Day 4:
1. Explain how blood is pumped by the
heart. 2. Explain the different types of
circulation.
Day 5: Explain the mechanism of how the

respiratory and circulatory systems work together.
2 Infer how one’s lifestyle can affect the functioning

of respiratory and circulatory systems (S9LT-Ic-27)
Day 6:
1. Explain the negative effects of cigarette
Smoking.
2. Infer how to detect and prevent diseases in
the circulatory system and respiratory system.
Day 7: Infer how one’s lifestyle can affect the

functioning of respiratory and circulatory
systems.
Day 8: Conduct an information

dissemination activity on effective ways of
taking care of the respiratory and
circulatory systems.
Content Standard: The learners demonstrate understanding of how genetic information is organized in genes on chromosomes
and the different patterns of inheritance.
3 Explain the different patterns of 8 Days Prior to teaching this

non-Mendelian inheritance (S9LT-Id-29) (Note: Science is taught 4 competency, specifically Day 3,
times a week (JHS) in this give inputs and exercises first on:
Day 1: Identify the components of the DNA molecule. case since MELC3 is good
for 2 weeks it means that Predict phenotypic expressions
Day 2: this MELC should be of traits following simple
1. Describe the structure of genes and taught in 8 days) patterns of inheritance and;
Chromosomes.
2. Determine the location of genes in Solve problems involving
Chromosomes. Mendelian Genetics using
Monohybrid Cross (Grade 8,
Day 3: Explain the incomplete dominance
Quarter 4 – Week 3)
pattern of inheritance.
Day 4: Explain the codominance pattern of

Inheritance.
Day 5: Determine all possible combinations of
genes for a specific blood type.
Day 6:
1. Determine the probability of having a male
or female gender.
2. Explain the sex- influenced trait.
Day 7-8: Explain the sex-linked trait.
Content Standard: The learners demonstrate understanding how changes in the environment may affect species extinction.
Performance Standard: The learners should be able to make a multimedia presentation of a timeline of extinction of
representative microorganisms, plants, and animals.

4 Relate species extinction to the failure of populations 4 Days Prior to teaching this
of organisms to adapt to abrupt changes in the (Note: Science is taught competency, specifically Day 1,
environment (S9LT-Ig-j-31) four times a week (JHS) in give inputs and exercises first on:
Day 1: Measure species distribution using good for 1 week it means Explain the concept of a
the mathematical way of expressing the richness that this MELC should be species (Grade 8, Quarter 4 –
and distribution of species in a community. taught in 4 days) Week 4)
Day 2: Determine the pattern of population distribution.
Day 3: Explain the probable causes of species

extinction and the local and global environmental
issues that contributed to species extinction.
Day 4: Make a multimedia presentation of a timeline

of extinction of representative microorganisms, plants,
and animals.
Note: Consider the modality of the learners to meet

the performance standards.
Content Standard: The learners demonstrate understanding of the structure and function of plant parts and organelles involved
in photosynthesis and the structures and function of mitochondrion as the main organelle involved in respiration.
Performance Standard: The learners should be able to design and conduct an investigation to provide evidence that plants
can manufacture their own food.
5 Differentiate basic features and importance

of photosynthesis and respiration
(S9LT-Ig-j-31)
Day 1: Relate the internal and external plant parts 8 Days Prior to teaching this
(chloroplasts, pigments, stomata, etc.) to their (Note: Science is taught competency, specifically Day 1
functions. four times a week (JHS) in and 5, give inputs and exercises
this case since MELC 5 is first on:
Day 2: Differentiate Light-Dependent and good for 2 weeks it means
Light Independent Reaction in terms of the that this
raw materials, processes, and end product.
Day 3: Describe the parts of the mitochondrion MELC should be taught in Differentiate plant and animal
and explain how cells release energy from food. 8 days) cells according to the presence
or absence of certain organelles
Day 4-5: Describe and explain the stages of (Grade 7, Quarter 2 – Week 4)
cellular respiration - Glycolysis, Krebs Cycle, and
Electron Transport Chain.
Day 6: Differentiate photosynthesis and respiration

in terms of cell structures involved raw materials,
end product, and energy requirement.
Day 7-8: Design and conduct an investigation that

will show that plants are capable of making Food.
Note: You can extend the allotted number of days

for the conduct of the investigation.
QUARTER 2: MATTER
Content Standard: The learners demonstrate understanding of

1. the development of atomic models that led to the description of the behavior of electrons within
atoms 2. how atoms combine with other atoms by transferring or sharing electrons
3. forces that hold metals together
6 Explain how the Quantum Mechanical Model of 4 Days

the atom describes the energies and positions of (Note: Science is taught
the electrons four times a week (JHS) in
Day 1: Illustrate the development of atomic models good for 1 week, it means
and predict the probable location of electron/s in an that this MELC should be
atom (include in the discussion the electron cloud & taught in 4 days)
Heisenberg's Uncertainty Principle).
Day 2: Describe electron configuration and write Prior to teaching this competency,
the correct electron configuration of given specifically
elements. Day 2 give inputs and exercises first
on:
Determine the number of electrons,

proton, and neutrons in positive ions
(cation) (G8, Q3)
Day 3: Supply the following data from the electron

configuration such as: period number, group
number,
number of paired and unpaired electron/s, number

of valence electron/s, and number of core
electrons.
Day 4: Describe the set of quantum numbers and

complete the given set of quantum numbers for
each given element.
7 Recognize different types of compounds (ionic or 4 Days Prior to teaching this

covalent) based on their properties such as (Note: Science is taught competency, specifically Day 2
melting point, hardness, polarity, and electrical four times a week (JHS) in give inputs and exercises first on:
and thermal conductivity; (S9MT-IIb-14) this case since MELC 7 is
good for 1 week, it means MELCs: Use the periodic table to
Day 1: Identify and describe ionic and covalent that this MELC should be predict the chemical behavior of
compounds based on their chemical formula taught in 4 days) an element. (S8MT-IIIi-j-12) (G8,
and chemical names. Q3)
Day 2: Enumerate and discuss the different
physical properties of ionic and covalent
compounds.
Day 3: Distinguish ionic from covalent compounds
based on their physical properties.
Day 4: Cite natural phenomena that use different

physical properties of ionic and covalent
compounds (ex. “asinan” salt farm, sand).
8 Explain how ions are formed; (S9MT-IIe-f-16) 4 Days Prior to teaching this competency,
(Note: Science is taught specifically Day 1, give inputs and
Day 1: Describe how do atoms form ions. four times a week (JHS) in exercises first on:
Day 2: Differentiate positive ions and negative good for 1 week, it means Determine the number of
ions based on their tendency to lose or gain an that this MELC should be electrons, proton, and neutron in
electron. taught in 4 days) negative ions (anion) and Illustrate
how the sub atomic particles are
Day 3: Show the formation of ions using the
distributed in an
Lewis Electron Dot Symbols (LEDS).
atom/anion/cation (G8, Q3)
Day 4: Write a chemical formula of ionic
compounds based on the charges of ions using
the criss-cross method.
Content Standard: The learners demonstrate understanding of the type of bonds that carbon forms that result in the diversity
of carbon compounds.
9 Explain how the structure of the carbon atom affects 8 Days

the type of bonds it forms; (S9MT-IIg-h-17) (Note: Science is taught
Day 1-2: Discuss why carbon is a unique atom this case since MELC 9 is
(valence electron, bond length, strength, multiple good for 2 weeks, it
bond formation, etc.). means that
Day 3-4: Differentiate organic from inorganic this MELC should be

compounds (from its chemical formula, uses, taught in 8 days)
properties).
Day 5-6: Determine the different applications of

organic compounds and cite examples of each
organic compound used in daily living.
Day 7-8: Observe the properties of common

organic compounds through experimentation.
10 Recognize the general classes and uses of 4 Days

organic compounds; (S9MT-IIh-18) (Note: Science is taught
Day 1: Differentiate molecular, empirical, and this case since MELC10 is
structural (expanded and condensed) formulas. good for 1 week, it means
Day 2: Differentiate alkanes, alkenes, and alkynes taught in 4 days)
based on the presence of bonds and their physical
properties.
Day 3: Name different structures of

hydrocarbons (alkanes, alkenes, and alkynes).
Day 4: Identify different functional groups and their

uses in organic compounds (alcohol, aldehydes,
ester, carboxylic acid, ether, amines, amides, etc.).
Content Standard: The learners demonstrate understanding of the unit, mole, that quantitatively measures the number of very
small particles of matter.
Performance Standard: The learners should be able to analyse the percentage composition of different brands of two food
products and decide on the products’ appropriate percentage composition.
11 Use the mole concept to express =the mass 4 Days

of substances; (S9MT-IIi-19) (Note: Science is taught
Day 1: Differentiate molecular unit from formula unit this case since MELC11 is
and compute for the molecular mass.
Day 2: Define mole and calculate for the number good for 1 week, it means
of moles of given compounds. that this MELC should be
taught in 4 days)
Day 3: Compute for the number of particles given
the mass or no. of moles.
Day 4: Convert the number of moles, mass, and

number of particles from one unknown to another
(Note: If time permits, you can extend the discussion
of mole concept conversion to enrich learning.)
12 Determine the percentage composition of a 4 days

compound given its chemical formula and vice
versa. (S9MT-IIj-20)
Day 1: Determine the percentage composition of (Note: Science is taught

each element in a given compound. four times a week (JHS) in
Day 2: Differentiate empirical and molecular formula. good for 1 week, it means
Day 3: Calculate the empirical formula and taught in 4 days)
molecular formula of a compound given its
percentage composition.
(Note: If time permits, you can extend the discussion
of percentage composition to enrich learning.)
Day 4: Present an analyzed percentage composition

of different brands of food products and
suggest/decide appropriate percentage
composition.
Content Standard: The learners demonstrate an understanding of the volcanoes found in the Philippines.
Performance Standard: Describe the different types of volcanoes and volcanic eruption
13 Describe the different types of volcanoes and 4 Days

volcanic eruption (S9ES-IIIa-26) (Note: Science is taught
Day 1: Differentiate a mountain from a volcano. this case since MELC13 is
Day 2: Describe the types of volcanoes based that this MELC should be
on structure and activity. taught in 4 days)
Day 3: Differentiate between active and inactive
volcanoes and give examples of each type which
are found in the Philippines.
Day 4: Describe the different types of volcanic eruption.
14 Explain what happens when volcanoes erupt 4 Days

(S9ES-IIIb 27) (Note: Science is taught
Day 1: Describe the formation and composition of this case since MELC14 is
the magma. good for 1 week it means
Day 2: Explain the effect of temperature taught in 4 days)
and composition on its viscosity.
Day 3: Relate the characteristics of magma with

the type of volcanic eruption.
Day 4: Explain the process of volcanic eruption and

its material emissions.
15 Illustrate how energy from volcanoes may be tapped 8 Days

for human use (S9ES-IIIc-d-28) (Note: Science is taught
Day 1: Characterize volcanoes that can be tapped this case since MELC15 is
as good sources of geothermal energy. good
Day 2: Identify volcanoes in the Philippines which for 2 weeks it means that Prior to teaching this
are tapped as sources of geothermal energy. this MELC should be competency, specifically Day 2,
taught in 8 days) give inputs and discussions first
on:
Identify renewable and non

renewable sources of energy.
(G7, Q4)
Day 3: Create a diagram showing how

geothermal energy is tapped from a source to a
power plant.
Day 4: Discuss how geothermal energy is tapped from

a source to a power plant.
Day 5: Explain how geothermal energy is Prior to teaching this

transformed into electrical energy. competency, specifically Day 5,
on:
Identify the different types of Heat

transfer and how heat energy is
transformed into a different kind of
energy (G6, Q3)
Day 6-7: Illustrate how electrical energy from

a geothermal plant can be utilized for
human use.
Day 8: Identify the advantages and disadvantages

of using geothermal energy.
Content Standard: The learners demonstrate understanding of the factors that affect climate, and the effects of changing
climate, and how to adapt accordingly.
Performance Standard: The learners should be able to participate in activities that reduce risks and lessen the effects of
climate change.
16 Explain how different factors affect the climate of 4 Days

an area (S9ES-IIIe-29) (Note: Science is taught
Day 1: Describe the climate and the factors that this case since MELC 16 is
affect it. good for 1 week it means
Day 2: Relate altitude and land topography taught in 4 days)
with climate.
Day 3: Explain how ocean surface and circulation

directly affect the pattern of climate around the
world.
Day 4: Discuss other physical factors that affect

the climate of an area such as: latitude,
atmospheric circulation.
17 Describe certain climatic phenomena that occur on 8 Days

a global level (S9ES-IIIf-30) (Note: Science is taught
Day 1: Relate climate to meteorological this case since MELC 17 is
phenomena that occur in the Philippines. good for 2 weeks it means
Day 2: Describe climatic phenomena that occur on taught in 8 days)
a global level.
Day 3: Explain the impact of increased carbon

dioxide on global mean temperature.
Day 4: Differentiate greenhouse effect from

global warming.
Day 5: Identify the sources of greenhouse gases

and relate them to climate change.
Day 6: Differentiate El Niño and La Niña phenomena.
Day 7: Explain the effects of El Nino and La

Nina phenomena on global climate.
Day 8: Enumerate activities that reduce risks and

lessen effects of climate change.
Content Standard: The learners demonstrate an understanding of the relationship between the visible constellations in the sky
and Earth’s position along its orbit.
Performance Standard: The learners should be able to discuss whether or not popular beliefs and practices with regard
to constellations and astrology have a scientific basis.
18 Show which constellations may be observed at 8 Days

different times of the year using models (S9ES-IIIj-34) (Note: Science is taught
Day 1-2: Describe and identify some good for 2 weeks it means
constellations observed in the northern and that this MELC should be
southern hemisphere. taught in 8 days)
Day 3: Locate some star clusters and identify some

bright stars in the constellations.
Day 4: Describe the position of a constellation in Prior to teaching this

the course of the night. competency, specifically Day 4,
on:
Demonstrate rotation and

revolution of Earth (G6, Q4)
Day 5-6: Identify and explain why constellations Day 5, give inputs and discussions
are visible at different times of the year. first on:
Identify constellations seen in

the Philippines (G5, Q4)
Day 7: Illustrate constellations that may be observed

at different times of the year in the Philippine sky.
Day 8: Determine whether popular beliefs and

practices about constellations and astrology have a
scientific basis or none.
Content Standard: The learners demonstrate understanding of projectile motion, impulse and momentum, and conservation of
linear momentum.
Performance Standard: The learner shall be able to propose ways to enhance sports related to projectile motion.
19 Describe the horizontal and vertical motions of a 4 Days

projectile (S9FE-IVa34) (Note: Science is taught
Differentiate uniform motion and uniformly accelerated good for 1 week it means
motion. that this MELC should be
taught in 4 days)
Day 2:
Solve problems related to uniform motion and uniformly
accelerated motion.
Day 3:
Describe projectile motion qualitatively.
Label a diagram illustrating projectile motion by

indicating the range, height, trajectory, initial horizontal
velocity, and initial vertical velocity.
Day 4:
Describe projectile motion quantitatively
20 Investigate the relationship between the angle of 4 Days

release and the height and range of the projectile (Note: Science is taught
(S9FE-IVa-35) four times a week (JHS) in
this
Day 1:
Demonstrate what happens to the height and range of case since MELC 20 is
the projectile at different angles of release. good for 1 week it means
Day 2: taught in 4 days)
Infer from examples that the angle of release affects
the height and range of a projectile.
Day 3:
Infer that complementary angle of release result in the
same range but different height for a projectile.
Day 4:
Propose ways to enhance sports related to projectile
motion.
21 Relate impulse and momentum to the collision of 4 Days

objects (e.g., vehicular collision) (9FE-IVb-36) (Note: Science is taught
Day 1: this case since MELC 21
Define impulse and momentum. and 22 is good for 1 week
it means that this MELCs
Day 2: should be taught in 4
Distinguish between elastic and inelastic collisions. days)
22 Infer that the total momentum before and after
a collision is equal (S9FE-IVb-37)
Day 3-4:
Apply the law of conservation of momentum to
real-life situations.
Content Standard: The learner demonstrates the understanding of Conservation of Mechanical Energy.
Performance Standard: Create a device that shows conservation of mechanical energy.
23 Perform activities to demonstrate the conservation of 4 Days

mechanical energy (S9FE-IVd-40) (Note: Science is taught
Day 1-2: this case since MELC 23 is
Analyze the conversion of potential to kinetic energy good for 1 week it means
and vice versa to given situations (e.g. pendulum, that this MELC should be
roller coaster, ascending and descending the stairs). taught in 4 days)
Day 3:
Apply the law of conservation of mechanical energy to
real-life situations.
Day 4:
Create a device that shows conservation of
mechanical energy.
Content Standard: The learner demonstrates an understanding of the relationship among heat, work, and efficiency.
Performance Standard: Analyze how power plants generate and transmit electrical energy.
24 Construct a model to demonstrate that heat can do 4 Days Prior to teaching this competency,
work (S9FE-IVe-42) (Note: Science is taught give inputs and exercises first on:
four times a week (JHS) in Demonstrate how sound, heat,
Day 1-2: this case since MELC 24 is light, and electricity can be
Explain how heat causes the internal energy of a good for 1 week it means transformed S6FE-IIId-f-2 (G6, Q3)
system to change. that this MELC should be
taught in 4 days)
Day 3-4:
Demonstrate that heat can do work by constructing a
model.
25 Explain how heat transfer and energy transformation 2 Days Prior to teaching this
make heat engines work (S9FE-IVg-45) (Note: Science is taught competency, give inputs and
four times a week in (JHS) exercises first on: Differentiate
Day 1: between heat and temperature
Infer that heat transfer can be used to do work and in this case since MELC 25
at the molecular level S8FE -Ig –
that work involves the release of heat. is good for ½ week it 29 (G8, Q1)
Day 2: should be taught in 2
Explain why machines are never 100-percent efficient; days)
Content Standard: The learners demonstrate an understanding of the generation, transmission, and distribution of electrical
energy from power plants (hydroelectric, geothermal, wind, and nuclear).
26 Explain how electrical energy is generated, 2 Days

transmitted, and distributed (S9FE-IVh-j-46) (Note: Science is taught
Day 3-4:
Trace the energy transformation in electrical power in this case since MELC 26
plants. is good for ½ week it
days)
26 Explain how electrical energy is generated, 4 Days

transmitted, and distributed (S9FE-IVh-j-46) (Note: Science is taught
Day 1: four times a week (JHS) in
Explain how electrical energy reaches the consumer. this case since MELC 26 is
Day 2: that this MELC should be
Distinguish between electrical power generation, taught in 4 days)
distribution, and transmission.
Day 3:
Differentiate a step-up from a step-down transformer.
Day 4:
Cite ways to minimize power loss in the generation,
transmission, and distribution of electrical energy.
SCIENCE 10
Content Standard: The learners demonstrate an understanding of the relationship among the locations of volcanoes,
earthquake epicenters, and mountain ranges.

1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and 2. suggest
ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and volcanic
eruptions.
1 Describe and relate the distribution of active 12 Days Prior to teaching this competency,
volcanoes, earthquake epicenters, and major (Note: Science is taught specifically Days 8 and 9, give
mountain belts to Plate Tectonic Theory four times a week in (JHS) inputs and exercises first on:
(S10ES – Ia-j-36.1) in this case since MELC 1 is
Day 1: Describe the Earth's lithosphere and that this MELC should be Day 8
differentiate oceanic and continental crust. taught in 12 days) Describe active and inactive faults in
Day 2-3: the Philippines (G8, Q2)
● Infer that the Earth’s lithosphere is divided into
plates.
● Identify the major lithospheric plates. Day 9
Day 4: Recall the characteristics of seismic waves Identify volcanoes in the

in terms of speed. Philippines which are sources of
geothermal
Day 5-7: Explain and locate the earthquake energy (G9, Q3)
epicenter using the triangulation method.
Day 8: Plot the active volcanoes, earthquake

epicenters, and major mountain belts on a world map.
(If world map is available)
Identify the location of active volcanoes, earthquake

epicenters, and major mountain belts on a world map.
(If world map is not available)
Day 9-10:
● Describe the distribution of active volcanoes,
earthquake epicenters, and major
mountain belts.
● Determine the scientific basis for dividing the
lithospheric plates.
● Infer the relationship of tectonic plates,
earthquake epicenters, and active
volcanoes. Day 11: Relate the distribution of active
volcanoes, earthquake epicenters, and major
mountain belts to Plate Tectonic Theory.
Day 12: Present a disaster mitigation plan on

earthquakes, tsunamis, and volcanic
eruptions.
2 Describe the different types of plate 4 Days Prior to teaching this
boundaries (S10ES – Ia-j-36.2) (Note: Science is taught competency, specifically Days
four times a week in (JHS) 15 and 16, give inputs and
Day 1: Identify and describe the movement of in this case since MELC 2 is discussions first on:
the different types of plate boundaries. good for 1 week it means
that this MELC should be Day 3
Day 2: Identify the type of plate boundary taught in 4 days) Define and describe the three
associated with each major lithospheric plate. types of faults and relate them
with the types of stress. (G8, Q2)
Day 3: Determine the type of stress associated with
plate boundaries. Day 4
Illustrate how movements along
Day 4: Illustrate and describe the movement of
faults generate earthquakes. (G8,
the different types of plate boundaries.
Q2)
3 Explain the different processes that occur along the 8 Days

plate boundaries (S10ES – Ia-j-36.3) (Note: Science is taught
Day 1: Identify and describe the different processes in this case since MELC 3 is
that occur along the plate boundaries. good for 2 weeks it means
Day 2: Explain what happens when oceanic crust taught in 8 days)
and continental crust collide and identify the
different geologic features associated with them.
Day 3: Explain what happens when two oceanic

plates collide and identify
the different geologic features associated with it.
Day 4: Explain what happens when two

continental plate boundaries collide and identify
the different geologic features associated with it.
Day 5: Explain the processes that occur along

divergent boundaries and identify the different
geologic features associated with it.
Day 6: Explain the processes that occur along
transform fault boundaries.
Day 7-8: Suggest ways on how to contribute

to government efforts in reducing damage
due to earthquakes, tsunamis, and volcanic
eruptions.
4 Describe the possible causes of plate 4 Days

movement (S10ES – Ia-j-36.5) (Note: Science is taught
Day 1: Discuss seafloor spreading. in this case since MELC 4 is
Day 2: Relate the convection current with the that this MELC should be
plate movement. taught in 4 days)
Day 3: Discuss how ridge push and slab pull cause
plate movement.
Day 4: Explain the causes of plate movement based

on Seafloor Spreading Theory.
5 Enumerate the lines of evidence that support 4 Days

plate movement (S10ES – Ia-j-36.6) (Note: Science is taught
Day 1-2: Cite evidence of Wegener’s Continental in this case since MELC 5 is
Drift Theory. good for 1 week it means
Day 3: Explain how magnetic stripes on the taught in 4 days)
seafloor provide evidence for seafloor spreading.
Day 4: Explain Plate Tectonic Theory as a unifying theory.
Content Standard: The learners demonstrate an understanding of the different regions of the electromagnetic spectrum.

6 Compare the relative wavelengths of different forms 4 Days
of electromagnetic waves. (S10-FE-IIa-b47) (Note: Science is taught
four times a week in this
Day 1: case since MELC 6 is good
a) Trace the development of electromagnetic for 1 week it means that
wave theory. this MELC should be
b) Discuss the properties of EM waves. taught in 4 days)
Day 2: Describe the transmission and propagation

of electromagnetic waves.
Day 3: Compare the relative wavelengths,

frequencies, and energies of the different regions of
EM waves.
Day 4: Solve problems involving wavelength,

frequency, and energy of EM waves.
7 Cite examples of practical applications of the 8 Days

different regions of EM waves, such as the use of (Note: Science is taught
radio waves in telecommunications four times a week in this
(S10-FE-IIc-d-48) case since MELC 7 is
Day 1-2: Explain how radio waves are that this MELC should be
generated, transmitted, and received in taught in 8 days)
television and radio communication.
Day 3: Discuss how microwaves are used in

cooking, RADAR, and satellite communications.
Day 4: Explain how infrared waves are used in

electronic appliances, night vision goggles, medical
diagnosis, and communication.
Day 5: Discuss how lasers and fiber optics

have improved telecommunication.
Day 6: Discuss the practical application of UV
radiation in identifying counterfeit bills, and other
applications.
Day 7: Discuss the application of x-ray on

medical diagnosis and engineering.
Day 8: Discuss the medical and industrial uses of

gamma rays.
8 Explain the effects of EM radiation on living things 4 Days

and the environment (S10-FE-IIe-f-49) (Note: Science is taught
Day 1: Classify EM waves as ionizing and case since MELC 8 is good
non-ionizing radiation using the energy levels. for one 1 week it means
Day 2: Explain the effects of EM waves applications taught in 4 days)
on living things and the environment.
Day 3: Evaluate the risks and benefits derived from

the applications of EM waves.
Day 4: Explain the principle of EM radiation safety and

its importance in society.
Content Standard: The learners demonstrate an understanding of the images formed by the different types of mirrors and lenses.
9 Predict the qualitative characteristics (orientation, 12 Days

type, and magnification) of images formed by plane (Note: Science is taught
and curved mirrors and lenses. (S10-FE-Iig-50) four times a week in this
case since MELC 9 is
Day 1: Investigate the reflection properties of light good for 3 weeks it
using plane mirrors. means that this MELC
Day 2: Distinguish between converging and should be taught in 12
diverging mirrors days)
Day 3-4: Apply ray diagramming technique in

describing images formed by mirrors.
Day 5-6: Derive and use the mirror equation in

predicting the characteristics and position of an
image formed by mirrors.
Day 7: Investigate the refraction properties of light

using concave and convex lenses.
Day 8: Distinguish between converging and

diverging lenses.
Day 9-10: Apply ray diagramming technique

in describing images formed by lenses.
Day 11-12: Derive and use the lens equation in

predicting the characteristics and position of an
image formed by lenses.
10 Identify ways in which the properties of mirrors and 4 Days

lenses determine their use in optical instruments (Note: Science is taught
(e.g., cameras and binoculars) (S10-FE-Iih-52) four times a week in this
case since MELC 10 is
Day 1-2: Explain the use of mirrors and lenses in good for 1 week, it means
cameras and microscopes. (Use a lens set-up that that this MELC should be
represents a microscope/camera) taught in 4 days)
Day 3-4: Explain the use of mirrors and lenses in
telescopes and binoculars. (Use a lens set-up that
will represent a telescope/binocular)
Content Standard: The learners demonstrate an understanding of the relationship between electricity and magnetism in
electric motors and generators
11 Explain the operation of a simple electric motor 4 Days

and generator (S10-FE-IIj-54) (Note: Science is taught
Day 1: Explain the working principle of a simple case since MELC 11 is
electric motor. good for 1

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MELCs Definitive

This Definitive Budget of Work in Science 3 to 10 is

Why is there a need to unpack the MELCs in

I Matter Matter Matter Matter Matter Force, Living Earth and

Each domain is composed

How to Use this DBOW

In using the DBOW in

Science teachers should:

TEAM Don King O. Evangelista Marvin L. Diaz Michelle M. Carranza Digna C.

Dr. Bradley Loo

# MELC Number of days taught Remarks

1 Classify objects and materials as solid, liquid, and 10 Days

Day 2: Describe and group the observable

Day 3: Name and describe the properties of

Day 4: Name and describe the properties of gases.

Day 5: Name and group the materials found at

Day 6: Classify common solids that can be found at

Day 7: Classify common solids that can be found

Day 8: Classify common liquids that can be found

Day 9: Classify common liquids that can be found

Day 10: Describe proper ways in handling solid

2 Describe changes in materials based on the effect of 15 Days

3. liquid to gas case since MELC 2 is good

Day 2: Identify and describe changes in

Day 3: Identify and describe changes in

Day 4: Identify and describe the changes in

Day 5: Identify and describe the changes in

Day 6: Describe the changes that occurred when

Day 7: Describe the changes that occurred when

Day 8: Describe the changes that occurred when

Day 9: Describe the changes that occurred when

Day 10: Group the examples of materials that

Day 11: Group the examples of materials that

Day 12: Observe and explain the different changes

Day 13: Cite household/school/community activities

Day 14-15: Perform two simple activities at home

QUARTER 2: LIVING THINGS AND THEIR ENVIRONMENT

# MELC Number of days taught Remarks

Day 4: Identify and describe the parts of the tongue

Day 5: Identify and describe the parts of the skin and

# MELC Number of days taught Remarks

4 Describe animals in their immediate surroundings. 5 Days

7 State the importance of animals to humans

Day 4: State the importance of animals around us.

Day 5: Enumerate the ways of proper care for animals

# MELC Number of days taught Remarks

8 Describe the parts of different kinds of plants 5 Days

Day 5: Enumerate the proper ways of caring for plants.

# MELC Number of days taught Remarks

10 Compare living with nonliving things 5 Days

Day 3: Identify and describe the characteristics

Day 4: Identify and describe the characteristics

Day 5: Identify and describe the characteristics

12 Identify the basic needs of humans, plants, and 5 Days

Day 5: Explain the importance of the environment

14 Recognize that there is a need to protect and 5 Days

QUARTER 3: FORCE, MOTION, AND ENERGY

Content Standard: The learners demonstrate an understanding of the motion of objects.