Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue, Pasig City

MATATAG K TO 10 CURRICULUM
OF THE K TO 12 PROGRAM

SCIENCE
Science Curriculum Overview

The Science curriculum provides learners with a repertoire of competencies important for lifelong learning and in the world of work in a
skill-based society. It envisions the development of scientifically, environmentally, and technology literate learners who are productive
members of society and who are critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision
makers, and collaborative and effective communicators.

A central feature of the Science curriculum is the balanced integration of three interrelated content strands:
· Performing scientific inquiry skills,
· Understanding and applying scientific knowledge, and
· Developing and demonstrating scientific attitudes and values.
It is designed and organized through the integration of the three interrelated content strands. The acquisition of these content strands is
facilitated by drawing from the key pedagogical approaches: inquiry-based learning, applications-led approach, the science-technology
society approach, problem-based learning, and multi-disciplinary learning. The approaches are based on sound and valued educational
research and concepts including Constructivism, the Social Cognition Learning Model, Learning Style Theory, Brain-based Learning and
Vygotsky’s Zone of proximal development.

The Science curriculum explicitly adapts in a developmental way Big Ideas (Harlen, et al., 2015) and Cross Cutting Concepts of Science (A
Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012), and integrates governmental thrusts of the
Philippines identified as appropriate to the science learning area. The science curriculum recognizes the place of science and technology in
everyday human affairs. It integrates science and technology in the social, economic, personal, and ethical aspects of life. The science
curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our country’s cultural
heritage.

Science concepts and science processes are intertwined through the learning competencies in the Science G3 to G10 curriculum. A
learner centered and inquiry-based approach facilitates the acquisition of science concepts. Organizing the curriculum around situations and
problems that challenge and stir up learners’ curiosity motivates them to learn and appreciate science as relevant and useful. Rather than
relying solely on textbooks, a variety of hands-on, minds-on, and hearts-on activities are advocated to develop learners’ interest and lead them
to becoming active learners to acquire deep knowledge for applying 21st Century Skills.

The Science curriculum emphasizes the use of evidence in constructing explanations and providing opportunities for collaboration,
innovation, creative scientific exploration, and engineering design.

Concepts and skills in the learning domains are not taught in isolation, but rather in the context of important ideas in Science with
increasing levels of complexity from one grade level to another in developmental progression, thus paving the way to a deeper understanding of
core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of interrelated concepts and
their applications in real-life situations.

Assessment is an integral part of teaching and learning. The curriculum is designed to progressively introduce science concepts and
skills and build towards learning of more conceptually complex content. For that reason, it is crucial that the prior experiences, knowledge and
understanding of learners are considered and assessed in formative ways. Doing so ensures that an accessible and engaging level of teaching
and learning is offered to learners, hence maximizing the effectiveness of instruction (Vygotsky, 1978). Regular monitoring will ensure
effectiveness of the implementation of the Science curriculum and its responsiveness to the needs of the learner and the demands of the highly
globalized community.

For the operational purposes of curriculum implementation in schools, the four domains in the Science curriculum have been assigned
in quarters as shown below, with Grades 3 to 6 in the elementary school and Grades 7 to 10 in the junior high school.

SEQUENCE OF DOMAIN PER QUARTER

Elementary Junior High School

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10

First Materials Materials Materials Materials Science of Life Science Force, Earth and
Quarter Material Motion, and Space Science
 Energy

Second Living Things Living Things Living Things Living Things Life Science Science of Earth and Force,
Quarter Material Space Science Motion, and
Energy

Third Force, Force, Force, Force, Force, Earth and Life Science Science of
Quarter Motion, Motion, and Motion, Motion, Motion, and Space Science Material
and Energy and and Energy
Energy Energy Energy

Fourth Earth and Earth and Earth and Earth and Earth and Force, Science of Life Science
Quarter Space Space Space Space Space Science Motion, and Material
Energy

GRADE 3 FIRST QUARTER- Materials

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Science in our 1. Science is important 1. identify objects, activities, or natural events observed in their local
daily life in understanding environment that can be explained by science;
2. Science processes how the natural 2. participate in guided science activities by asking questions and tinkering
3. Materials and world works. with materials;
their uses 2. Using science 3. describe the uses of various science equipment and materials used in
process skills, simple activities, such as a ruler, hand lens, scissors, balloons, modeling
simple science clay, and cardboard;
equipment, and 4. describe different science process skills used in performing simple science
participating in guided activities, such as observing, predicting, and measuring using units such
activities leads to better as millimeter, centimeter, and meter;
understanding of science. 5. describe the physical properties of solid materials, such as hard, shiny,
3. Physical properties of or stretchable;
materials determine their 6. explain that changes in materials can be harmful to living and non-living
use. things in the environment, such as trash disposal, and burning household
materials; 7. demonstrate proper handling and disposal of materials according to
their properties, such as reusing objects, disposing of excess oil into garbage,
and recycling paper, plastic or glass;
8. describe how changes in solid materials make them useful, such as when
they are shaped, pressed, hammered, joined, or cut; and
9. identify the properties and uses of metals used by the local community such
as iron, gold, silver, and copper.

Performance Standard
By the end of the Quarter, learners demonstrate simple science processes to explore common local materials, their physical properties and
uses. They participate in guided science activities including simple measurements using units, such as millimeters, centimeters, and
meters. They demonstrate safe handling procedures to use equipment and materials.

Suggested Performance Task

Design a product out of recyclable materials that would be useful in everyday life, such as a vase, containers, clay pot, cardboard
objects, recycled plastic clothes/hats, straw bags, and objects made out of aluminum or steel cans.

GRADE 3 SECOND QUARTER - Living things

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Guided science 1. Using science 1. use the skills of observing, predicting, and measuring in performing
activities using process skills, simple guided science activities;
process skills simple pieces of 2. observe and describe the difference between living and non-living things and
2. Living and non science equipment, give examples of each that can be found in the local environment;
living things and participating in 3. describe the characteristics of living things: they grow, respond, and
3. Characteristics guided reproduce; 4. observe and describe the outer body parts of animals, such as
of living things activities leads to a better head, legs or wings, and identify their role to move and to gather food;
4. Basic needs of understanding of science. 5. observe the outer parts of plants, such as leaves, roots, and stems and
living things 2. Characteristics of identify their role to get water and nutrients from the soil;
growth, response and 6. identify the basic needs of all living things, such as air, food, water, and
reproduction identify living shelter; 7. observe examples and explain how living things depend on one
things. another and on the environment to meet their basic needs; and
3. Body parts of plants and 8. recognize that there is a need to protect and conserve the environment for
animals enable them to living things to survive.
live and grow.
4. All living things have
the same basic needs
that
need to be met by their
environment.

Performance Standard
By the end of the Quarter, learners describe the basic needs of living things. They explain how the body parts allow them to carry out their
daily activities. They recognize the need to protect the environment to ensure that the basic needs of living things can be met. They
observe and measure living and non-living things in their local environment. They make models and collages of living things and their
basic needs.

Suggested Performance Tasks

A. Make (create) a model of a chosen living thing using readily available recyclable or indigenous materials.
B. Make a collage of the basic needs of a chosen living thing using readily available recyclable plant or animal materials.

GRADE 3 THIRD QUARTER - Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Exploring and 1. Objects that change 1. explore and demonstrate different ways to make objects move by natural
Questioning position encounter a causes, such as wind and water, or by people, such as pushing, pulling,
2. Moving objects push or a pull. rolling, and carrying;
3. Light and sound 2. Using science processes 2. explore and describe things that affect the movement of objects, including
and curiosity is important size, shape, heaviness, material, and surface texture;
in understanding how
3. measure and describe changes in the position of people or objects in relation to
objects move.
their original position, such as moving closer, farther, left, or right; 4. explore and
3. Light and sound are
describe how sound is made and transferred in everyday situations, such as the
examples of energy
that affect daily life. ringing of a bell or the hearing of noises;
4. People can modify light 5. describe sources of light and their use in everyday situations;
and sound to make them 6. participate in guided science activities to explore and describe sources of light,
useful. how it behaves or can be changed, and its uses in everyday situations; 7. explain
how light and sound can be harmful to people and make suggestions on how to
protect oneself from them; and
8. participate in guided activities to explore and describe some ways to
use movement, sound, and light to send information between two people.

Performance Standard
By the end of the Quarter, learners use everyday language to explore, describe, and make suggestions about simple movements of
objects. They identify and explore sources of light and sound in their local environment and suggest how to use them safely in their
lives. Learners apply their curiosity in the world around them and their creativity to propose solutions to simple challenges.

Suggested Performance Tasks

A. Choose a children’s storybook and identify scenes where movement, light, or sound is used. Describe and show to the class
how movement, light or sound is being used or changed in the story to make it real or interesting.
B. Design and make a working model that can be used to send a simple message to another learner who is 5 meters away. Your device
should send a message using either movement, light, or sound. Show the class your finished invention and be ready to describe how it
works and how you have used movement, light or sound to carry or transfer the message. Indicate any problems you had and how you
could improve your design.

GRADE 3 FOURTH QUARTER - Earth and Space

Content Content Standards Learning Competencies

The learners learn that: The learners…

 1. The Non- 1. Non-living things found 1. participate in guided activities to locate and describe different types of non-
Living in the environment are the living things found in and around their school, such as rocks, soil, water, air,
environment sources of useful products. metals, clouds, rain, and sunlight;
2. Patterns in 2. Weather affects our 2. identify some useful things that people have made from non-living materials and
the weather daily activities and may describe what natural materials have been used to make the items; 3. recognize
3. Celestial objects pose threats to health that the non-living materials that make up the environment are referred to as
and ‘earth materials’;
safety. 4. observe and record changes in the weather during a day or over some days
3. The natural objects in and describe the different types and patterns of weather that occur in the local
the sky affect the area; 5. describe how changes in the weather can affect daily activities and
activities of people. explain how some types of weather can be dangerous for people;
6. participate in guided activities to carefully observe and describe the natural
objects commonly seen in the sky during daytime and nighttime, including
the Sun, the Moon, planets, and stars;
7. participate in guided activities to explore and record how and when the Sun,
the Moon, planets, and stars can be seen moving across the sky;
8. explain how natural objects in the sky affect activities of people; and 9.
describe safety measures that people can use to avoid the harmful effects of the
Sun’s light.

Performance Standard

By the end of the Quarter, learners explore their immediate neighborhood to locate and describe useful non-living things that can be used
by people to produce useful materials and objects. They learn through guided activities to make safe and careful observations of natural
objects in the sky and demonstrate scientific ways of recording observations to reveal patterns in nature.

Suggested Performance Task

A. Express ideas creatively through artwork, poems, and songs, about health and safety measures to avoid the harmful effects of Sun’s
heat. Express ideas about safety measures during different weather conditions creatively.
B. Record, organize, and present observations on the changes in the weather over a period of 5 to 7 days.

GRADE 4 FIRST QUARTER- Materials

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Science 1. Science inventions 1. use information from secondary sources to identify a famous Filipino
inventions 2. have brought about and/or foreign scientist and their invention/s;
Materials and their major 2. use information from the home or the local community to identify a science
uses changes to our daily invention and explain its impact on their everyday life;
3. Gathering lives. 2. Chemical 3. describe the chemical properties of materials, such as they can be burnt, react
scientific properties of materials
with other materials, or are degradable or biodegradable;
information determine their uses.
4. describe changes in properties of materials when exposed to certain changes in
3. Communication skills
and open mindedness are temperature, such as changes when wood or coal are burned;
needed in solving 5. demonstrate ways to minimize harmful changes in materials, such as restriction
environmental issues. of burning of waste materials, and care in handling reactive materials; 6. identify
issues and concerns in the local community and how they could be addressed by
science, such as the treatment of waste; and
7. apply science process skills and attitudes in conducting a guided survey about
environmental issues and concerns including grouping and classifying,
communicating, and open mindedness.

Performance Standard

By the end of the Quarter, learners describe chemical properties of materials and changes to them. They demonstrate an understanding
that science processes can solve everyday problems and use creativity and determination to provide examples. They exhibit objectivity
and open mindedness in gathering information related to environmental issues and concerns in the community.

Suggested Performance Task/s

A. Create a simple model, illustration or write a story about a favorite science invention that you use in everyday
life. B. Plan and produce a sample of useful fertilizer from household waste.

GRADE 4 SECOND QUARTER - Living Things

Content Content Standards Learning Competency

Learners learn that: The learners…

 1. Systems in 1. Animals and plants 1. describe in simple terms how the following human body systems work:
plants and have systems that muscular, skeletal, digestive, circulatory, and respiratory;
animals function to keep them 2. observe the root and shoot system in plants and describe why they
2. Plants and alive. are important;
animals and their 2. Animals and plants live 3. use a drawing or diagram to classify some Philippine animals and plants, based
habitats in habitats that meet
on their habitat: some live on land (terrestrial), live in water (aquatic) or fly in
3. Life cycles of their basic needs.
the air (aerial);
animals 3. Animals have life cycles
4. Animals and that include 4. make a list or draw up a table with examples of animals and plants in a
the food they eat development and particular habitat, such as a garden, rice field, seashore, and mangrove swamp;
5. Food chains reproduction. 5. use flow charts to compare the different stages in the life cycle of animals,
4. Animals can be grouped such as a butterfly, frog, chicken, and human;
according to the food 6. use information from secondary sources to group animals according to the
that they eat. food they eat. Some are:
5. Food chains show a a. plant eaters (herbivores),
series of living things that b. meat eaters (carnivores), and
depend on each other c. plant and meat-eaters (omnivores); and
for food.
7. draw a simple food chain using living things from the Philippines and label
6. Using drawings,
them as herbivores, carnivores, and omnivores.
tables, and flowcharts
is an
important skill in
learning science
concepts and in
learning about science
processes.

Performance Standard
By the end of the Quarter, learners identify that plants and animals have systems whose function is to keep them alive. They observe,
describe, and create representations to show how living things interact with their habitat, survive, and reproduce in specific
environments. They use flowcharts to show the feeding relationship among different organisms within a given environment.

Suggested Performance Task

Create a diorama, terrarium, or an aquarium to illustrate how some plants or animals live on land or in water.

GRADE 4 THIRD QUARTER - Force, Motion, and Energy

 Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Forces and 1. Science processes help 1. participate in guided activities to discover and predict how rigid and soft
movement in observing and objects can be moved and/or changed in shape;
2. Observing, predicting how things 2. measure accurately the distance and time when things move using
measuring, and move. simple equipment;
predicting 2. Pushes and pulls can 3. identify that how far an object moves in a given time is called speed; 4.
3. Magnets change the position
construct and label simple graphs of different speeds including stationary and
4. Sound, light, and shape of objects.
uniform speeds, both fast and slow;
and heat energy 3. Gathering scientific
information helps 5. participate in guided activities to demonstrate that pushes and pulls can be
explain the behavior of used to change the speed and direction of an object including making it go
objects faster, turn it to a different direction, slow it down, and stop it;
and materials. 6. demonstrate through guided activities that pushes and pulls can be used
4. Magnets affect some to change the speed and direction of an object;
objects and 7. determine how forces can change the shape of objects such as when they
materials are pushed, pulled, stretched, bent, twisted, or squeezed;
without touching them. 8. carry out guided investigations to identify the properties of magnets, including
5. Energy is present how they affect other magnets and objects made of different materials; 9. identify
whenever there is examples of how objects can affect other objects even when they are not in
movement, sound, contact with each other, such as magnets attracting other objects, light from the
light, or heat. sun affecting our eyes, and skin, and loud noises hurting our ears; 10.identify
that energy is something that can cause change including light, sound, and heat
energy; and
11.observe and identify sources and uses of light, sound, and heat energy at
school, at home and in the local community.

Performance Standard

By the end of the Quarter, learners use simple equipment and processes to measure and record data related to movement and describe
and predict the way things around them move using more scientifically technical language and concepts, such as speed and force. They
demonstrate an understanding that science processes are used to gain deeper understanding about forces and energy that cannot be
seen

directly, including the properties of magnet, light, sound, and heat. Learners apply their observation skills and objectivity to identify where
energy is evident in their local communities and how it is used by people.
 Suggested Performance Tasks
A. Develop a poster to show some sources and uses of heat energy in your home or neighborhood.
B. Collaborate in a small group to develop a safety guide that explains how to stay safe around intense light and sound. Include
information on ways to protect eyes and ears and explain how the suggested ways could provide protection.

GRADE 4 FOURTH QUARTER - Earth and Space

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Soils 1. Soil and water 1. participate in guided activities using simple equipment to compare different
2. Characteristics resources are needed types of soil including sandy, clay, silt, and loam, including comparing the
of weather by plants and animals ability of the soils to hold water;
3. Characteristics to live and grow. 2. recognize that water is one of the basic needs of plants and animals; 3.
of the Sun 2. Characteristics of the participate in a guided investigation to identify the effect of different types of soil
weather can be on the growth of plants;
observed and 4. identify some of the basic characteristics used to describe the weather, such as
measured. air temperature, air pressure, wind speed, wind direction, humidity, rain,
3. The Sun is a ball of hot and cloud cover;
gases about 100 times the 5. use weather instruments to measure and record some of the characteristics of
size of Earth, which weather during a school day;
radiates light energy 6. examine a local weather chart to make simple interpretations about the local
needed by living things. weather and how it might change and describe and practice safety precautions
to use during poor or extreme weather conditions;
7. describe some of the overall characteristics of the Sun, such as its composition,
its size, and the main energy it radiates;
8. describe the changes in the direction and length of shadows from a shadow stick
and use the information to infer why the Sun changes position during a day; and
9. make suggestions about the importance of the Sun to living things for a group or
class discussion and confirm and record ideas by referring to
trustworthy secondary sources of information.

Performance Standard

By the end of the Quarter, learners use simple equipment to identify how types of soil hold water to support the growth of plants. They use
instruments and secondary sources to measure and describe the characteristics of weather and use the information to make predictions
about weather patterns in their local area. They demonstrate appreciation for the dangers of extreme weather events and use safe practice to
protect themselves if they are caught in bad weather. Learners use personal observations and reliable secondary information sources to
describe the Sun and explain its importance to life on Earth.
Suggested Performance Task

Construct a sundial that can indicate the time of the day.

GRADE 5 FIRST QUARTER- Materials

Content Content Standards Learning Competency

The learners learn that: The learners…

1. Matter in daily 1. Scientists identify three 1. describe matter as anything that has mass and takes up space; 2. identify
life 2. Matter and states of matter based that matter has (exists in) three states called solids, liquids, and gases; 3.
the three states on shape and volume. describe the properties of solids, liquids, and gases in terms of shape and
3. Scientific 2. Temperature can volume:
investigation cause changes of state. a. solids: definite shape and volume
3. Planned simple
b. liquids: no definite shape; definite volume
scientific investigations
c. gases: no definite shape or volume;
require
several steps and 4. identify objects at home and in the classroom as solid, liquid or gas; 5. use
processes. measuring cylinders or beakers to measure volume using units, such as
4. An understanding of milliliters (mL), and liters (L);
matter can be applied 6. describe how changes in temperature cause matter to change in state, such as
to solve real world solid to liquid to gas;
problems. 7. describe the steps of a simple science investigation:
a. What is the problem?
b. What materials do you need?
c. What do you need to do?

d. What have you found out/learned?;

8. identify and appropriately use units in simple science activities, such as
milligrams (mg,) grams (g), kilograms (kg), and degrees centigrade ( oC); and
9. plan simple scientific investigations in answering questions, such as “Do gases
(like air) or liquids (like water) have mass?”, using appropriate simple science
equipment, such as a balance, and a thermometer, with appropriate units.
 Performance Standard

By the end of the Quarter, learners describe three states of matter based on properties of shape and volume and identify that heat is
involved in changes of state. They plan a simple scientific investigation following appropriate steps and using units such as milliliters,
liters, grams, kilograms, and degrees Celsius for measuring.

Suggested Performance Task

Plan and carry out a scientific investigation on a simple everyday problem such as “do gases have weight”?

GRADE 5 SECOND QUARTER - Living Things

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Body systems 1. Animals have 1. identify from pictures and labeled diagrams the parts of the digestive system
in animals systems that help as mouth, gullet, stomach, small intestine, and large intestine, and describe
2. Plants, them grow, how they work;
animals, and respond, and reproduce. 2. identify from pictures and diagrams the parts of the respiratory system as the
microorganisms 2. Living things can be nose, windpipe, and lungs, and describe how they work;
3. Life cycles of grouped as plants, 3. identify from pictures and labeled diagrams the parts of the female reproductive
animals, and system as ovaries, uterus, and vagina and those of the male reproductive system
living things
as the prostate, testis, and penis and describe how they work;
4. Specialized microorganisms based
4. use a table to show how living things can be classified into groups based on
structures in on their
similar characteristics:
plants. characteristics.
a. plants including flowering and non-flowering;
3. The life cycles of plants
and animals allow them
to survive and reproduce.

4. Plants have specialized structures that help them overcome 5. identify which groups of animals reproduce by giving birth to live young,
unfavorable conditions. such as mammals, and which reproduce by laying eggs, such as birds and
b. animals including mammals, reptiles, insects, birds, fish, amphibians, reptiles; 6. compare the life cycles of mammals from birth to adulthood,
and reptiles; birds from egg to a mature organism, and plants from seed to a young
c. microorganisms including fungi and bacteria; plant, and then to a mature plant;
7. describe the purpose of specialized structures in plants, such as 9. use information from secondary sources to describe examples of how
rhizomes, tubers, thorns, bulbs, and aerial roots; some animals have changed to better suit their environment, such as
8. explain how some plants have adapted to unfavorable conditions in the mimicry or camouflage.
environment, such as lack of rain or floods; and

Performance Standard

By the end of the Quarter, learners describe and create models of the body systems whose function is to help humans grow, develop,
and reproduce. They use tables to group living things as plants, animals, or microorganisms. They use skills of observation,
predicting, measuring, and recording to plan and carry out a simple activity to observe the life cycle of a plant and compare it to the
life cycles of animals.

Suggested Performance Tasks

A. Make a model using local recyclable materials of one of the human body systems to show how it works.
B. Set up a simple science activity to observe and record the changes in plants as they grow from seed to maturity.

GRADE 5 THIRD QUARTER - Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Contact and 1. Science 1. carry out simple investigations to demonstrate that contact forces cause
non contact forces investigations provide objects to move in the same direction as the direction that the force is applied;
evidence to

2. Investigating scientifically ground. 4. identify gravity as a non-contact force that

3. Friction 5. Static electricity occurs when some materials affects the behaviors of materials and objects on
4. Gravity rub on other materials Earth in predictable ways;
5. Static electricity 6. Conductors, insulators, causing charges to jump. 6. Electric current 5. predict and explain whether heavier objects will
and simple circuits requires a pathway for charges to flow. fall faster than lighter objects due to the force of
support predictions and explanations. 2. plan and carry out a scientific investigation to gravity;
2. Forces are pushes or pulls that act in a determine the effect of different surfaces on the 6. observe and describe the effects of gravity to
specific direction. size of frictional forces; the motion of an object; 7. investigate the effects
3. Friction is an everyday force created by two 3. demonstrate how friction can produce heat and of static electricity using common materials, such
surfaces interacting. investigate ways of reducing and increasing
4. Gravity causes all objects to fall towards the as a comb, plastic and glass rods, and balloons;
friction; 8. assemble and draw a simple circuit using
batteries, wires, switch, and bulb and/or toy to identify what materials will conduct electricity electricity; and
motor or buzzer; and use it to identify materials from the 10. make a simple electromagnet and observe and
9. design and construct a simple electrical circuit environment that will and will not conduct record its properties.

Performance Standard

By the end of the Quarter, learners use objectivity and measurement to carry out scientific investigations using fair tests and multiple
trials to explore how forces influence the movement of familiar objects and extend their understanding to predict how gravity affects
objects on Earth. They plan and carry out valid and reliable scientific investigations to explore frictional forces by identifying and
controlling variables. They observe and describe basic features of static electricity and electric current through practical activities and
use their understanding and interest to explain and show appreciation for some applications of forces and electrical energy in the home
and community.

Suggested Performance Tasks

A. Develop a graphic organizer, such as a concept map or Venn diagram, to show the similarities and differences between contact forces
and non-contact forces. Include examples of situations and materials that demonstrate contact and non-contact forces and suggest ways
these could be used to improve everyday life in the community.
B. Set up an inclined plane for toy cars, and apply the concept of friction to stop the toy car as fast as possible after it moves past
the inclined plan.
C. Develop a graphic organizer, such as a concept map or Venn diagram, to compare and contrast conductors and insulators of
electricity. Include examples of materials that conduct and insulate and suggest ways that recycled materials could be used to develop
better conductors and insulators.

GRADE 5 FOURTH QUARTER - Earth and Space

Content Content Standards Learning Competencies

The learners learn that: The learners…

 1. Landforms, 1. Landforms 1. identify local examples of natural landforms and bodies of water such as
rocks and influence living mountains, valleys, rivers, and coastlines, and describe how they influence
minerals and non-living non living and living components of the environment;
2. Weathering components of the 2. explore the school grounds or the local area to observe or collect different types
and erosion environment. of rocks, describing their similarities or differences in terms of their features,
3. Using models 2. Rocks are composed such as texture, color, and grain crystal size;
4. The Water of grains of minerals
3. classify common rocks from provided samples using a simple rock
Cycle 5. Weather that
break down to form soil. 3. classification system, such as a dichotomous key;
disturbances
6. The Solar System Weathering and erosion 4. explain how soil is formed from rocks and minerals;
shape the Earth’s surface 5. demonstrate how erosion transports Earth materials;
by breaking down and 6. explain the role of the water cycle in the environment;
transporting rocks. 7. construct a model to communicate some of the key processes in the water
4. The Water Cycle cycle; 8. describe some effects of weather disturbances that occur in or near the
includes processes of Philippines;
evaporation, 9. describe the weather conditions according to a Public Storm Warning Signal
precipitation and issued by the Philippines Atmospheric, Geological and Astronomical
transportation. Services Administration (PAGASA);
5. Weather
10. describe typical weather conditions before, during and after a tropical cyclone;
disturbances
11. describe the general structure of the solar system, identifying the names of
feature low
pressure, the major celestial objects, their main features, and general composition; and;
strong winds, and 12. make drawings or a simple model to show the motion of the Earth and Moon
storms. 6. The planets and relative to the Sun to explain the phases of the moon that people see from Earth.
moons vary in physical
features and composition.
7. Phases of the Moon
depend on its position
relative to Earth and Sun.

Performance Standard

By the end of the Quarter, learners relate changes in landforms and earth materials to processes and effects of the water cycle. They
explain causes and impacts of extreme weather and identify appropriate and safe ways to respond to such events. They demonstrate
curiosity as they make detailed observations guided by science classification systems and demonstrate creativity in communicating
information about earth processes to other people. They show an appreciation of the scale of space in describing the features of the solar
system and use models to communicate significant relationships and movements.

Suggested Performance Tasks

A. Create a video of a weather report or act out a TV weather broadcast segment explaining a weather disturbance.
B. Construct a scale model of the sun and the inner planets of the solar system showing the planet’s relative sizes and distances from the
sun.
GRADE 6 FIRST QUARTER- Materials

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Diagrams and 1. Diagrams and 1. describe changes of state for solids, liquids, and gases as melting,
flowcharts flowcharts demonstrate evaporation, freezing, condensation using diagrams and flowcharts;
2. Processes of processes 2. explain the role of heat energy in change of state processes;
changes of state involving heat energy 3. explain why physical changes are reversible, and chemical changes are
3. Physical and and changes of state. irreversible;
chemical change 2. Changes in materials
4. describe useful everyday examples of uniform and non-uniform mixtures, such
4. Mixtures and can be either reversible or
as solutions and suspensions;
separation irreversible.
3. Mixtures and the 5. describe air as a mixture of oxygen, carbon dioxide, nitrogen, and water vapor;
techniques
products of their 6. demonstrate various techniques in separating mixtures, such as decantation,
separation techniques winnowing, scooping, picking, evaporation, filtering, sieving, and using magnets;
are very useful in our 7. explain the benefits of each mixture separation technique in preparing useful
daily products;
lives. 8. apply the features of a fair test: a. change one factor, b. measure one factor, and
4. Scientific c. keep all other factors the same; and
investigations need to 9. recognize the features of a fair test and that scientific investigations also involve
satisfy the a) doing at least three trials, or use replication, and b) observing, measuring,
features of a fair test and recording accurately.
and use accurate and
reliable
measurements.

Performance Standard

By the end of the Quarter, learners demonstrate an understanding of the benefits of various separation techniques. They use diagrams
and flowcharts to describe changes of state. They use the words reversible and irreversible to describe changes to materials. They
demonstrate skills in the use of equipment. They recognize and apply their understanding of the features of a fair test.

Suggested Performance Tasks

A. Apply an appropriate separation technique to solve a local or household problem.
B. Plan and conduct a simple scientific investigation involving a physical change, such as “Does sugar dissolve faster in hot or cold water?”
Use your understanding of a fair test to answer the question.
GRADE 6 SECOND QUARTER - Living Things

Content Content Standards Learning Competency

Learners learn that: The learners…

1. The 1. Animals have 1. identify from pictures and diagrams the parts of the circulatory system as
circulatory systems that help heart, blood, and blood vessels, and describe how they work;
system them grow, 2. describe the different ways that plants reproduce, such as pollination,
2. Reproduction respond, and reproduce. seed production, and plant propagation;
in plants 2. There are several modes 3. plan a simple scientific investigation that includes the features of a fair test,
3. Vertebrates of reproduction in plants. replication, and accurate measurement to determine which type of plant
and 3. To be valid and reliable, propagation, such as cutting, budding, layering, grafting, works best for
invertebrates scientific investigations garden plants;
4. Food webs need to include fair tests 4. describe the differences between animals with a backbone (vertebrates) and
5. Interactions and multiple trials. animals without backbones (invertebrates) by using common local examples
between living 4. Animals can be of each group;
things grouped as vertebrates or 5. describe the roles of producers, consumers, scavengers, and decomposers in
6. Biotic and invertebrates based on a food web;
abiotic factors in their characteristics. 6. use information from secondary sources to describe that living things
an 5. Producers, interact with each other in the natural environment, such as through
ecosystem. consumers, scavengers, competition, or predation;
and 7. describe living things, such as animals and plants, as biotic factors and light,
decomposers have water, temperature, and soil type, as abiotic factors of an ecosystem; and 8.
important roles in food explain how interaction between living things and interactions between living and
webs. non-living things may bring good or harm to the living things involved.
6. Interactions within
an ecosystem can have
important impacts on
the living things within
it.

Performance Standard

By the end of the Quarter, learners demonstrate an understanding of the different ways that plants reproduce. Plan a simple scientific
investigation to determine which method works best in a given habitat. They describe and provide examples of vertebrates as animals with a
backbone and invertebrates as animals that do not have a backbone. They design an example of a food web showing the role of consumers,
producers, scavengers, and decomposers. They identifies the technical terms biotic and abiotic as referring to living and non-living things.
Suggested Performance Tasks
A. Apply the features of a fair test to investigate how much water is needed to grow a common garden plant from a
seed. B. Select an appropriate medium to design an example of a food web in a local ecosystem.

GRADE 6 THIRD QUARTER - Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Simple machines 1. Simple machines 1. observe and describe examples and uses of simple machines found at home,
2. Properties of allow people to change at school, and in the community;
water and sound the 2. demonstrate through guided investigation the advantages and limitations of
waves direction and size of simple machines such as inclined planes, wedges, levers, and pulleys; 3. carry out
3. Longitudinal forces. fair tests to show how levers can be used to change the magnitude and direction
and 2. Waves transfer of a force;
Transverse energy between source
4. identify that waves carry energy from a source to a receiver;
waves and
receiver. 5. carry out investigations with water waves in a ripple tank, a big tub of water
3. Science processes or improvised ripple tank and observe and describe the features of the waves
and concepts help including their:
solve a. shape, such as crests and troughs;
everyday problems. b. size, such as width and height; and
c. patterns of movement, such as how they bend, or reflect off walls; 6.
research using secondary sources to identify how the properties of waves are
described using scientific terms such as amplitude, frequency, wavelength, and
velocity;
7. identify differences and similarities between longitudinal waves and
transverse waves;
8. demonstrate using simple models how longitudinal waves and transverse
waves carry energy;
9. identify some examples of longitudinal waves, and transverse waves; and
10.describe and explain how sound changes when the source or the receiver are
moving.
 Performance Standard

By the end of the Quarter, learners demonstrate objective inquiry by carrying out investigations to critically observe patterns and systems
scientifically. They support their observations and conclusions using secondary sources to explain occurrences and concepts using
technical scientific language. They use critical thinking skills and creativity to make models and other devices to communicate their
understanding to other people.

Suggested Performance Tasks

A. Develop an information poster that aims at showing learners who are interested in music-related subjects to consider the benefits of
studying science. The poster should use words, pictures or drawings and labelled diagrams to explain how musical instruments
utilize the properties of sound waves. The poster may suggest ways that learners could use scientific processes to develop their
musical techniques.
B. Design and propose or improve the design of a simple machine that can be used at home, in school, or in the community. Include the
following details:
1. Name and purpose of the simple machine;
2. Description of how the simple machine works and its intended function;
3. Materials needed for constructing the simple machine;
4. Sketch or diagram illustrating the design and functionality of the proposed simple machine; and
5. Explain how the proposed simple machine can be useful in the chosen setting (home, school, or community) and its
potential benefits.
C. Utilize the concept of motion and gravity to write a creative story, poem, or any written art.

GRADE 6 FOURTH QUARTER - Earth and Space

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Volcanic 1. Volcanoes are vents 1. explain what volcanoes are and how they are formed;
activity and from which molten rock
safety from Earth’s crust erupts
onto

2. Seasons in the Philippines the surface releasing projectiles.

3. Motions of the Earth pressure and gases. 3. Weather and climate have predictable patterns
4. Constellations 5. Understanding stability and 2. The Philippine volcanoes can violently and throughout the year,
change unpredictably erupt lava, ash, and ballistic which affect human
activities. b. patterns /interpretations in the night sky and
4. The revolution and the rotation of the Earth their use for tracking time.
demonstrate observable patterns.
5. Constellations are
patterns of stars in the sky.
2. use local information or other reliable sources
to identify where the nearest active and inactive
volcanoes are located and assess the risk of
impacts from eruptions to their local community;
3. discuss the patterns of volcanic eruptions in
the Philippines over the last 100 years with
family and community members to assess and
describe how predictable patterns of eruptions
are;
4. identify and describe some of the materials
formed during volcanic eruptions in the
Philippines;
5. Interpret PHIVOLCS Volcano Monitoring (Alert
Levels) to demonstrate what to do before, during,
and after a volcanic eruption;
6. describe the different seasons in the
Philippines and suggest activities that are
appropriate for each season;
7. demonstrate the rotation of the Earth on its
axis using a globe to explain day and night;
8. make a Sun-Earth-Moon system model to
demonstrate and explain the observable effects of
predictable patterns and events including:
a. changes in seasons,
b. changes observed in the patterns of visible star
over a year, and c. solar and lunar eclipses;
9. explain why ancient human cultures relied on
constellations to indicate directions and verify
seasons; and
10.gather information from local indigenous
community members or from reliable secondary
sources to investigate ways that indigenous
people of the Philippines represented and
communicated understandings of:
a. the predictability of solar and lunar eclipses,
and
 Performance Standard

By the end of the Quarter, learners appreciate that volcanoes can have unexpected and severe impacts on communities and that the
uncertainty and impacts of unpredicted eruptions can be offset by understanding and following alerts from authorities. Learners
appreciate weather patterns that produce season are largely predictable, and they use models to scientifically understand and describe
natural processes and timing that can be relied upon, such as the changes of season. Learners identify that scientific models are valuable
in explaining other observations of patterns in nature, such as the apparent movement of celestial objects across the sky. They exhibit
respect

for cultures and interpretations of natural phenomena by indigenous people over generations and balance that with respect for explaining
phenomena using scientific inquiry and objectivity.
Suggested Performance Tasks

A. Design and describe an evacuation plan for a house or school in the event of a nearby and intensifying volcanic eruption. Indicate
planned actions to reach a safe place and outline the reasoning behind the planned actions.

B. Select a constellation that can be seen from the Philippines and describe its features. Explain its practical and cultural significance
for Filipino people in the past and present.

Grade 7 FIRST QUARTER- Science of Materials

Content Content Standards Learning Competency

Learners learn that: The learners…

 1. Use of models 1. Scientists use models 1. recognize that scientists use models to explain phenomena that cannot be
2. The Particle to explain phenomena. easily seen or detected;
model and changes 2. The particle model 2. describe the Particle Model of Matter as “All matter is made up of tiny
of explains the properties particles with each pure substance having its own kind of particles.”;
state of solids, liquids, and 3. describe that particles are constantly in motion, have spaces between them,
3. Planning, gases and the attract each other, and move faster as the temperature increases (or with
following, and processes
the addition of heat);
recording involved in changes of
scientific 4. use diagrams and illustrations to describe the arrangement, spacing, and
state.
investigations 3. Diagrams and relative motion of the particles in each of the three states (phases) of matter; 5.
4. Solutions, flowcharts are very useful explain the changes of state in terms of particle arrangement and energy changes:
solubility, and in a. solid → liquid → vapor, and
concentration demonstrating and b. vapor → liquid → solid;
explaining the motion 6. follow appropriate steps of a scientific investigation which
and arrangement of includes: a. Aim or problem,
particles during changes of b. Materials and equipment,
state. 4. There are specific c. Method or procedures,
processes for planning, d. Results including data, and
conducting, and
recording scientific
investigations. 5. The
properties of
solutions such as

solubility and reaction to litmus determine their use. solvent; 10.demonstrate how different factors affect the solubility of a
e. Conclusion. solute in a given solvent, such as heat;
7. make accurate measurements using standard units for physical 11.identify solutions, which can be found at home and in school and that
quantities and organize the collected data when carrying out a scientific react with litmus indicator, as acids, bases, and salts; and
investigation; 8. identify the role of the solute and solvent in a solution; 12. demonstrate proper use and handling of science equipment.
9. express quantitatively the amount of solute present in a given volume of

Performance Standard

By the end of the Quarter, learners recognize that scientists use models to describe the particle model of matter. They use diagrams and
illustrations to explain the motion and arrangement of particles during changes of state. They demonstrate an understanding of the role
of solute and solvent in solutions and the factors that affect solubility. They demonstrate skills to plan and conduct a scientific
investigation making accurate measurements and using standard units.
 Suggested Performance Task

Design and carry out an investigation to determine the amount of salt in a sample of seawater.

GRADE 7 SECOND QUARTER - Life Science

Content Content Standards Learning Competency

Learners learn that: The learners…

1. Science 1. Familiarity and 1. identify the parts and functions, and demonstrate proper handling and storing
equipment: the proper use of a of a compound microscope;
compound compound 2. use proper techniques in observing and identifying the parts of a cell with
microscope microscope are a microscope such as the cell membrane, nucleus, cytoplasm,
2. Plant and essential to observe mitochondria, chloroplasts, and ribosomes;
animal cells cells. 3. recognize that some organisms consist of a single cell (unicellular) like in
3. Cellular 2. The organelles of plant bacteria and some consist of many cells (multicellular) like in a human;
reproduction and animal cells can
be

4. Levels of biological organization pyramid. 10. use examples of food pyramid to describe the
5. Trophic levels and the transfer of 4. differentiate plant and animal cells based on transfer of energy between organisms from one
energy their organelles; 5. recognize that cells reproduce trophic level to another.
identified using a through two types of cell division, mitosis and
compound microscope. 3. Cells are the basic unit meiosis, and describe mitosis as cell division for
of life and mitosis, and growth and repair; 6. explain that genetic
meiosis are the basic information is passed on to offspring from both
forms of cell division. parents by the process of meiosis and
4. Fertilization occurs when a male reproductive fertilization;
cell fuses with a female 7. differentiate sexual from asexual reproduction
reproductive cell. in terms of: a) number of parents involved, and
5. Sexual reproduction is the basis of heredity. b) similarities of offspring to parents;
6. The level of biological organization provides a 8. use a labelled diagram to describe the
simple way of connecting the simplest part of the connections between the levels of biological
living world to the most complex. organization to one another from cells to the
7. Identifying trophic levels helps understand the biosphere; 9. describe the trophic levels of an
transfer of energy from one organism to another organism as levels of energy in a food pyramid;
as shown in a food and
Performance Standard

By the end of the Quarter, learners demonstrate understanding of the parts and function of a compound microscope and use this to
identify cell structure. They recognize that the cell is the basic unit of life and that some organisms are unicellular and some are
multicellular. They explain that there are two types of cell division, and that reproduction can occur through sexual or asexual processes.
They use diagrams to
make connections between organisms and their environment at various levels of organization. They explain the process of energy
transfer through trophic levels in food chains.

Suggested Performance Task

Create a visual representation, such as poster, model, or e-poster, explaining the trophic level in a chosen ecosystem.

GRADE 7 THIRD QUARTER - Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Balanced and 1. Scientists and 1. identify that forces act between objects and can be
unbalanced forces engineers analyze measured. 2. identify and describe everyday situations that
2. Motion: forces to predict their demonstrate:
displacement and effects on a. balanced forces such as a box resting on an inclined plane, a man
velocity movement. standing still, or an object moving with constant velocity;
3. Distance- 2. Vectors differentiate b. unbalanced forces, such as freely falling fruit or an accelerating car; 3.
Time graphs the concepts of speed draw a free-body diagram to represent the relative magnitude and direction of the
4. Identifying and forces involving balanced and unbalanced forces;
and controlling velocity. 4. identify that when forces are not balanced, they can cause changes in the
variables 3. Graphing motion object’s speed or direction of motion;
5. Heat transfer provides more accurate 5. explain the difference between distance and displacement in everyday situations
predictions about speed in relation to a reference point;
and velocity. 4. The particle 6. distinguish between speed and velocity using the concept of vectors;
model 7. describe uniform velocity and represent it using distance-time
explains natural graphs; 8. explain the difference between heat and temperature;
systems and 9. identify advantageous and disadvantageous examples of conduction, convection,
processes. and radiation;
 5. Scientists and 10. explain in terms of the particle model the processes underlying convection
engineers conduct and conduction of heat energy; and
innovative 11. gather information from secondary sources to identify and describe examples
research to find of innovative devices that can be used to transform heat energy into electrical
solutions to the energy.
current global
energy crisis by
seeking renewable
energy
solutions.

Performance Standard

By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion and represent their
understanding using scientific language, force diagrams, and distance-time graphs. They use their curiosity, knowledge and
understanding, and skills to propose solutions to problems related to motion and energy. They explore how modern technologies might be
used to overcome current global energy concerns.

Suggested Performance Task

Develop a 2-4 page brochure for parents or leaders in your community to inform them about modern technologies that can be used
sustainably to transform heat into electricity in the local community.
GRADE 7 FOURTH QUARTER - Earth and Space Science

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. System models 1. Rapid movements 1. classify geological faults according to the angle of the fault plane and
2. Earthquakes along normal, reverse direction of slip;
3. The Sun’s or strike slip faults 2. use models or illustrations to explain how movements along faults generate
influence on Earth cause earthquakes and identify and explain which types of faults are most likely
earthquakes. to occur in the Philippines and explain why;
2. The damage or effects 3. describe how the effects of earthquakes on communities depend on their
on communities depend magnitude;
4. use the PHIVOLCS FaultFinder or other reliable information source to identify
on the magnitude of and
where the nearest fault system is located from their community and assess
distance from an
the risk of earthquakes to their local community;
earthquake.
5. make models of fault scenarios to illustrate:
3. Sunlight is the Earth’s a. the epicenter of an earthquake from its focus,
external source of energy. b. the intensity of an earthquake from its magnitude, and
4. Solar energy influences c. how underwater earthquakes may or may not generate tsunamis; 6. refer
the atmosphere and to the local disaster readiness plans to demonstrate what to do during and after
weather patterns. an earthquake;
5. The revolution, 7. explain how earthquakes result in tsunamis that devastate
rotation, and the tilt of shoreline communities;
the Earth explain the 8. describe procedures that the authorities have in place to alert communities of
patterns of pending tsunamis and what procedures can be implemented should a
day and night and the tsunami impact a community;
seasons. 9. explain how energy from the Sun interacts with the atmosphere;

10.make a physical model or use drawings to demonstrate how the tilt of the Earth
relative to its orbit around the Sun affects the intensity of sunlight absorbed by
different areas of Earth over a year;
11.explain, using models, how the tilt of the Earth affects the changes in the length
of daytime at different times of the year; and
12.explain how solar energy contributes to the occurrence of land and sea breezes,
monsoons, and the Intertropical Convergence Zone (ITCZ).
 Performance Standard

By the end of the Quarter, learners appreciate the value of using systems to analyze and explain natural phenomena and demonstrate their
understanding in explaining the dynamics of faults and earthquakes. They are confident in identifying and assessing the earthquake risk
for their local communities using authentic and reliable secondary data. They use the country’s disaster awareness and risk reduction
management plans to identify and explain to others what to do in the event of an earthquake. Learners explain the cause and effects of
secondary impacts that some coastal communities may experience should a tsunami be produced by either local or distant earthquake
activity. Learners use reliable scientific information to identify and explain how solar energy influences the atmosphere and weather
systems of the Earth and use such information to appreciate and explain the dominant processes that influence the climate of the
Philippines.

Suggested Performance Tasks

A. Design, test, and evaluate a model house that can withstand a model earthquake.
B. Design, test, and evaluate a model of an innovative house that can adapt to the different weather conditions in the country.

GRADE 8 FIRST QUARTER - Life Science

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Organ systems 1. Organ systems work 1. using a labeled diagram, trace how food travels through the digestive tract
working together for the and explain how different digestive processes work, including mechanical
together growth processing, secretion, digestion, absorption, and elimination;
2. Heredity and survival of the 2. use models, flow diagrams, and simulations to explain how body systems work
3. Taxonomic organism. together, such as digestion and excretion;
classification 2. Inherited traits passed
from parents to offspring
are governed by the rules

4. Photosynthesis, respiration and diversity. 3. describe how plant organs (leaf, stem, roots)
cycles in nature 4. Photosynthesis and respiration are processes work together as the transport system;
5. Planning, following, and recording that show how living 4. represent patterns of inheritance of a simple
scientific things obtain energy and nutrients from the dominant/ recessive characteristic through
investigations environment. generations of a family;
on the patterns of 5. There are specific 5. predict simple ratios of offspring genotypes and
inheritance. processes for planning, conducting, and phenotypes in crosses involving
3. Classification of living things shows life’s recording scientific investigations.
dominant/recessive gene pairs;
6. describe the importance of the six-kingdom
system and the three-domain system of
classification of living things;
7. explain why humans are classified under Class
Mammalia and the Order Primates;
8. using flow charts and labelled diagrams
explain the role of plants and animals in the
cycles of nature, such as the carbon, oxygen, and
water cycles; 9. describe the process of
photosynthesis and respiration, and identify its
raw materials needed and products;
10. using information from secondary sources
identify the different parts of the cell where
photosynthesis and respiration occur;
11. describe the process of documenting a
scientific investigation into its a) Problem/aim, b)
Material/equipment, c) Method/procedure, d)
Results/data, and e) Conclusion; and make
accurate measurements using standard units for
physical quantities, and organize collected data;
and
12. plan a scientific investigation to verify the raw
materials needed for photosynthesis.
Performance Standard

By the end of the Quarter, learners demonstrate the use of models, flow charts, and diagrams to illustrate how body systems work together
for the growth and survival of an organism. They represent patterns of inheritance and predict simple ratios of offspring. They explain that
the classification of living things shows the diversity and unity of living things. They describe the processes of respiration and
photosynthesis and plan and record a scientific investigation to verify the raw materials needed. They use flow charts and diagrams to
explain cycles in nature.

Suggested Performance Task

A. Conduct a scientific investigation to verify the raw materials needed for photosynthesis.

GRADE 8 SECOND QUARTER- Science of Materials

Content Content Standards Learning Competencies

The learners learn that: The learners…

 1. Use of 1. The use of timeline 1. develop a timeline for the historical background of the development of the
timelines and and charts can current Atomic Model that identifies tiny particles as atoms;
charts illustrate 2. draw the structure of an atom in terms of the nucleus and electron shells; 3.
2. The Atomic scientific knowledge of differentiate the subatomic particles protons, neutrons, and electrons in terms of
Model 3. Sub- the structure of the their symbol, mass, charge, and location within an atom;
atomic atom has evolved over
4. describe the properties of pure substances as:
particles time.
2. The current structure a. having fixed chemical composition, examples of which are elements
4. Elements and
compounds of the atom includes sub and compounds, and
5. The Periodic table atomic particles, their b. that all the atoms of an element have a unique number of protons; 5.
symbol, mass, charge, discuss the significant contributions of early scientists in the development of the
and location. periodic table;
3. Elements and 6. identify the names and symbols of the first 20 or several common elements of
compounds are identified the periodic table;
as pure 7. explain that the arrangement of elements in the periodic table as 7 periods and
substances. 18 groups is based on their atomic structure and chemical properties, such as
4. The periodic table is a
reactivity;
useful tool to determine
the chemical properties 8. explain that the electron structure of an atom determines its position on
of elements. the periodic table;
9. calculate the number of protons, neutrons, and electrons in the atom of
several elements, such as aluminum; and
10. explain that the elements within a group in the periodic table have the same
number of valence electrons.

Performance Standard

By the end of the Quarter, learners demonstrate an understanding of the structure of the atom and how our understandings have
changed over time. They draw models of the atom and use tables to represent the properties of sub-atomic particles. They demonstrate
their knowledge and understanding of the periodic table by identifying the elements, their symbols, their valence electrons, and their
positions within the groups and periods. They design and/or create timelines or documentaries as interesting learning tools.

Suggested Performance Task

Design an illustrated timeline or create a documentary that describes and discusses the development of the models of atomic structure
contributed by Dalton, Thomson, Rutherford, and Bohr.
GRADE 8 THIRD QUARTER - Earth and Space Science
Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Distribution of 1. The distribution of 1. identify what proportion of the Earth's surface is covered with water as
the continents continents and oceans opposed to land;
2. Crustal on Earth is related to 2. gather information from secondary sources to name and describe the upper
features and the crustal layers of the solid earth;
interactions presence of the 3. describe the different types of volcanoes found around the world according to
3. Typhoons oceanic crust and their:
4. Tides continental a. activity
crust. b. type of eruption
2. Volcanic terrain is built c. location in the crust;
by the slow 4. relate the shape of a volcano’s cone to its composition;
accumulation of 5. relate the location and distribution of active volcanoes, earthquake epicenters,
erupted lava. and major mountain belts to the distribution of oceanic crust and
3. The earth’s surface continental crust;
is made of separate 6. identify how oceanic crust and continental crust is associated with the Earth’s
and lithospheric plates;
movable plates. 7. gather information from secondary sources to explain:
4. Bodies of water and a. how typhoons develop, and
landforms affect b. why the Philippines is prone to typhoons;
typhoons. 8. use a map and a record of tracking data to trace the path of typhoons that enter
5. The interaction between the Philippine Area of Responsibility (PAR);
the Sun, Earth, and 9. discuss how bodies of water and landforms affect typhoons;
Moon causes tides. 10. gather information from the Department of Science and Technology (DOST)
and other reliable websites to identify how authorities support communities
affected by typhoons;

11. relate the relative movements of the Earth, Moon, and Sun with the occurrence
of tides; and
12. draw on information from secondary sources to identify situations where tidal
difference could be exploited to generate renewable energy.
 Performance Standard

By the end of the Quarter, learners demonstrate an appreciation of the large-scale features of the ‘blue planet’ Earth and relate those
features to the geological characteristics of the upper crustal layers of the Earth. They identify and describe the nature and impact of
volcanic activity in building new crust and identify that these crust forming processes account for patterns and changes in the distribution
of volcanoes, earthquakes, and mountain chains that have occurred over time. Learners draw on their understanding of the relationships
between landforms and oceans to explain the formation and impacts of typhoons. They also identify that predictable interactions of the
Sun-Earth Moon system result in tidal effects, and demonstrate how they integrate science, technology, engineering and mathematics
along with creative and innovative thinking to suggest ways of utilizing tidal effects to develop renewable forms of energy.

Suggested Performance Task

A. Design and construct a model house to withstand a simulation of wind speed in a typhoon, test the model, and redesign if needed.

GRADE 8 FOURTH QUARTER - Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Acceleration 1. Forces cause objects 1. identify that forces cause objects to accelerate, and that acceleration of an
2. Distance-time to accelerate. object is its rate of change of velocity;
and Velocity-time 2. An object is accelerating 2. observe and describe examples of accelerating objects at school and in the
graphs if the magnitude and/or local community, including objects that show uniform circular motion; 3.
3. Kinetic and direction of its velocity construct and annotate distance-time graphs and velocity-time graphs to
Potential energy changes. represent uniform and non-uniform acceleration;
4. Work and 3. Kinetic energy is the
4. describe kinetic energy as the movement of objects or particles, and
energy 5. energy of movement,
potential energy as energy stored due to the position of objects or particles; 5.
Renewable energy and potential energy is
6. Properties of stored energy. identify examples of everyday situations that demonstrate:
light 4. As an object falls from a. kinetic energy being transformed to potential energy, and
a height its energy is b. potential energy being transformed to kinetic energy;

conserved because its potential energy is object; 7. recognize that power is the rate of doing work;
transformed to kinetic energy. 8. explain that the mechanical energy of an object is the sum of the kinetic
5. The resources of the Philippines provide many benefits to its people energy and the potential energy available to do work;
and their activities. 9. describe conservation of energy in everyday situations involving gravity,
6. recognize that work is done when a force causes the displacement of an such as when objects fall;
10.gather information from secondary sources to explain how potential 11.carry out guided investigations to describe and illustrate the reflection
energy stored in lakes and dams in the Philippines is used to produce of light using plane and curved mirrors and the refraction of light using
kinetic energy to generate electricity for use in homes, communities, and transparent blocks, lenses, and prisms with examples from everyday
industry; and applications.

Performance Standard

By the end of the Quarter, learners demonstrate understanding of the technical meaning of acceleration and apply their understanding to
everyday situations involving motion. They represent and interpret acceleration in distance-time and velocity-time graphs to make
predictions about the movement of objects. Learners link motion to kinetic energy and potential energy and explain transformations
between them using everyday examples. Learners relate understanding of kinetic energy and potential energy to an appreciation of the
hydro-electric resources of the Philippines for the generation of electricity for use in homes, communities, and industries. They use
scientific investigations to explore the properties of light and apply their learning to solving problems in everyday situations.

Suggested Performance Tasks

A. Make a working model of a party light that uses batteries as the power source. Describe the scientific ideas that you have utilized
to change the properties of light.

GRADE 9 FIRST QUARTER- Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Newton's Laws 1. Newton’s laws explain 1. identify inertia as the tendency for an object to stay at rest or in motion
2. Force and and predict how unless acted on by an unbalanced net force;
energy 3. Electric objects
current

4. Electrical circuits 5. Interpreting patterns in transverse waves of different and/or direction as the result of a net force;
data 6. Electromagnetic waves wavelengths. 3. investigate the relationship among force,
move due to the forces that act on them. 4. Scientists and engineers use electromagnetic acceleration, and mass; 4. explain that when any
2. Electricity is a flow of electrons and can be radiation to design two objects interact, there are equal but opposite
measured and modern technologies that benefit people and forces exerted between them, which is evident in
understood using current, voltage, and society. many practical situations and applications;
resistance in circuits. 2. demonstrate in practical situations and 5. observe and identify action-reaction pairs in
3. Electromagnetic radiation travels using describe that acceleration is a change in speed
everyday situations such as stepping off a boat, 8. draw diagrams of and assemble series and 11. compare the relative wavelengths and
or a book on a table, and draw force diagrams to parallel circuits, showing switch, battery, frequencies of different types of electromagnetic
explain how the pairs affect the motion of loads/resistors, ammeter, and voltmeter; waves, including radio waves, microwaves,
objects; 9. collaborate in a class discussion to recognize infrared, visible light, ultra-violet, x-rays, and
6. identify that electricity is a flow of electrons the advantages and limitations of using series or gamma radiation;
and show appreciation for the need to observe parallel circuits; 12. identify practical applications of
safe measures in handling electricity; 10. describe electromagnetic radiation (EMR) as electromagnetic radiation, such as radio waves
7. participate in guided investigations to infer the energy that is created by the vibrations of used in telecommunications, and x-rays and
relationship among current, voltage, and electrically charged particles which allows it to gamma rays in medicine; and 13. gather
resistance in assembled series and parallel travel through materials or space as transverse information from secondary sources to explain
circuits with varying number of loads and waves; the harmful effects that EMR can have on living
battery; things.

Performance Standard

By the end of the Quarter, learners demonstrate a practical understanding of Newton’s three laws of motion to describe relationships
between variables and use these to explain everyday application of Newton’s laws. Through practical investigations, learners demonstrate
qualitative understanding of the features of electricity and apply their understanding of electrical circuitry in homes. Learners exhibit
skills in gathering information from secondary sources to describe the frequencies across the electromagnetic spectrum and identify
practical applications and detrimental effects that electromagnetic radiation may have on living things.

Suggested Performance Tasks

A. Design a model vehicle from recycled materials using the Law of action-reaction to carry a 15-gram payload over a 5-meter displacement.
Describe the forces interacting and the motions evident when your vehicle is moving, including any vectors that are relevant.
B. Use secondary sources regarding problems associated with the distribution of electrical energy from power plants to homes. Use the
findings to develop a system that can address the problems.
C. Develop a poster that identifies the useful and dangerous attributes of the 7 main energies of the EMS.
GRADE 9 SECOND QUARTER - Earth and Space Science

Content Content Standards Learning Competencies

The learners learn that: The learners…

 1. Scale, 1. Evidence for 1. identify and explain evidence that current continents are separate parts of
proportion and continents moving what was a single continent millions of years ago;
quantity includes jig-saw 2. participate in a collaborative group or class task to examine and describe the
2. Plate matching of topographical and geological evidence for plate boundaries occurring in the
boundaries 3. coastlines, area where the Philippines is located;
Structure of the rock types, and the 3. describe the types of plate boundaries found around the Earth; 4. describe how
Earth presence of similar
fossils can be used for dating the age of rocks and sediments; 5. describe how
4. Geologic time fossils in places
separated by relative and absolute dating techniques are used to determine the subdivisions of
5. Origin of the
Solar System vast distance. geologic time;
6. Space 2. The movement of 6. explain how the geologic time scale helps to recount the history of the
Technologies lithospheric plates Earth; 7. describe how seismic wave data has been used to develop a model
provides a theory for for the internal structure and composition of the Earth;
understanding Earth’s 8. create a scale drawing to represent relative thicknesses of the layers of Earth’s
geological history. interior, including the crust, lithosphere, asthenosphere, mantle, outer core,
3. The geological time scale and inner core;
organizes major stages 9. distinguish among comets, meteoroids, asteroids, and dwarf planets, and
in the history of the describe how they help us to understand the nature and formation of the
Earth over more than 4 Earth and the Solar System;
billion years. 10. gather information from secondary sources to discuss the regular occurrence
4. Radioactive decay of of meteor showers; and
material inside the
Earth since it was
formed is its internal
source of energy.

5. The Earth’s interior is made up of layers of 7. Observable evidence and models help explain the nature and origin of
varying characteristics. 6. Models represent the size, structure, and the Solar System.
relationship of 11. explain how modern research about celestial objects uses new space
components of the Solar System technologies including telescopes and space probes.

Performance Standard

By the end of the Quarter, learners exhibit skills in evaluating information from secondary sources, and draw on their scientific
understanding of the location and geological setting of the Philippines to explain its unique landforms and dynamic geologic activity in a
global context. They demonstrate an appreciation of the size and scale of the Earth and describe evidence for a dynamic Earth over its long
geological history as well as the evidence that is used to build a model for the internal structure of the Earth. Learners demonstrate
curiosity and open-mindedness in extending their knowledge and understanding of the dynamic Earth to evaluate evidence for theories for
the formation of the Solar System. They describe modern scientific processes and technologies that are used by scientists to investigate
the nature and evolution of the Solar System and Universe.
 Suggested Performance Tasks
A: Design and build a 3D model of the features of the Earth including its interior structure.
B: Develop an information report to describe and explain how modern space technologies are used to conduct groundbreaking research
about the nature and origin of the Solar System.

GRADE 9 THIRD QUARTER - Life Science

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. DNA 1. Transmission of traits 1. use models and labeled diagrams to represent the double helix structure of
replication and is determined by DNA, DNA (deoxyribonucleic acid);
mutations genes, and chromosomes. 2. explain the role of DNA, genes, and chromosomes in the transmission of traits;

2. Biodiversity and endangered species 3. Types effects of mutations; economically important species in the local
of 5. explain the advantage of high biodiversity in community; 9. describe using labeled diagrams
ecosystems in the Philippines maintaining the stability of an ecosystem during the biotic and abiotic features of tropical
2. High biodiversity means populations are more difficult conditions, such as food shortages, rainforests, swamps, estuaries, mangrove forests,
likely to overcome adverse conditions. disease, and climate change; and coral reefs; 10. use information from
3. Human activities can adversely affect animals 6. use information from secondary resources to secondary sources to describe the possible effects
and plants in a variety of ecosystems.
classify animals and plants of the Philippines as of human activities, such as deforestation,
3. describe mutations as changes in DNA or
critically endangered, endangered, or vulnerable pollution, and introduction of invasive species,
chromosomes and discuss some of the factors
species; 7. discuss as a class how threats to on living things in an ecosystem; and
that cause mutations, such as infectious agents,
biodiversity can lead to species extinction; 8. use 11. plan to conduct a survey to explore the
radiation, and chemicals;
information from secondary sources to research possibilities for minimizing the negative impacts
4. use information from secondary sources to
how to protect and conserve endangered and/or of human activities on an ecosystem.
explain the beneficial, harmful, and neutral

Performance Standard

By the end of the Quarter, learners describe that the transmission of traits is determined by DNA, genes, and chromosomes. They explain
that high levels of diversity help to maintain stability of an ecosystem. They research to classify critically endangered plants and animals
of the Philippines and to identify strategies to protect and conserve them. They use drawings and diagrams to describe features of typical
Philippine ecosystems and they conduct a survey to explore possibilities to minimize the impact of human activities.
Suggested Performance Task/s
A. Write a report on an environmental action group analyzing their principles and their actions or activities regarding the human impact
on the biosphere.
B. Conduct a research project on a specific Philippine ecosystem and investigate its biodiversity, ecological interactions, and
conservation challenges. Present your research findings through a scientific report or multimedia project.

GRADE 9 FOURTH QUARTER- Science of Materials

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Valid and 1. Valid and reliable 1. carry out a valid and reliable scientific investigation to show the formation of a
reliable scientific investigations new substance, such as formation of a carbonate (carbon dioxide in
investigations include identification limewater), or formation of a precipitate (from silver nitrate solution);
2. Chemical and control of 2. explain that the formation of new bonds or the breaking of existing bonds
bonding 3. Ionic variables. constitutes a chemical change and the formation of a new substance; 3. describe
compounds 4. 2. Formation or breaking a valence electron as an electron in the outer shell of an atom that can take part
Covalent down of ionic or covalent
in formation of bonds;
compounds bonds results in a
5. Metallic bonds 4. identify the number of valence electrons of oxygen based on its position in
chemical change.
6. Chemical formula 3. Bonds are formed the periodic table;
between atoms either 5. explain the formation of ions as either the loss or gain of electrons to
by sharing or produce ionic bonds, using examples, such as the formation of sodium
transferring of chloride; 6. write the chemical formula and chemical names of some common
electrons. ionic compounds, including sodium chloride (NaCl), magnesium oxide (MgO),
4. The type of bond potassium chloride (KCl) and magnesium chloride (MgCl2);
formed determines 7. explain the formation of covalent bonds using a molecule of water and a
whether the result is a molecule of carbon dioxide;
covalent or 8. write the chemical formula and chemical name of some common covalent
ionic compound. compounds, including water (H2O), carbon dioxide (CO2), and ammonia (NH3); 9.
5. Symbols for the show by using models that ionic compounds form crystalline structures whereas
elements are used as a
covalent compounds form individual molecules;
basis for
10. explain properties of metals in terms of their structure and metallic bonding
writing chemical
formula of (sea of electrons model); and
compounds. 11. investigate the properties of ionic, covalent, and metallic substances, such
6. The properties of pure as melting point, hardness, electrical and thermal conductivity.
 substances depend on the
type of bonding within
them.

Performance Standard

By the end of the Quarter, learners carry out a valid and reliable scientific investigation showing the formation of a new substance. They
demonstrate an understanding of the significance of the valence electron of an element in the formation of bonds and identify bonds as
ionic, covalent, or metallic. They use their knowledge of the symbols of elements to write the formula for a number of common compounds.
They

draw models of possible structures of ionic compounds and research the properties of ionic, covalent, and metallic substances. They use
cartoons/comic strips to create interesting learning tools.
Suggested Performance Task/s

Create a cartoon/comic strips portraying the main characters as “ionic”, “covalent”, and “metallic” bonds. The cartoon should
communicate each character’s role in holding atoms and/or molecules together and may show what happens to them in the way the
substances are used in everyday life.

GRADE 10 FIRST QUARTER - Earth and Space Science

Content Content Standards Learning Competencies

The learners learn that: The learners…

 1. Plate Tectonics 1. Current models explain 1. identify modern scientific processes used to detect and measure
2. Global climate tectonic plate movement the displacement of tectonic plates;
3. Global as part of a gravity- 2. describe the structures, movements and events that occur at each type of
interactions 4. driven plate boundary;
Global and local convection system that 3. identify the locations of major mountains, faults, volcanos, and ocean trenches
Sustainability pushes young hot plates using a map of the Philippine Archipelago, and interpret the features in
away from spreading
relation to plate tectonics;
ridges and pulls old cold
plates down into 4. predict the position and shape of the Philippine Archipelago in 50 million
subduction years, based on the current velocity of the Philippine Plate;
zones. 5. gather information from secondary sources to describe and explain what
2. Plate movements mechanisms that drive the movement of tectonic plates including the role of
and continental the asthenosphere;
evolution 6. explain how the subduction of an oceanic plate impacts on the plate above it;
account for the major 7. explain how plate tectonics can be used to explain the formation of the
surface features of the largest mountain ranges on Earth including the Himalayas and the Andes
Earth. mountains; 8. identify evidence of global warming and climate change;
3. Climate change and 9. identify the role of greenhouse gases in enhanced global warming and
its impacts on the climate change;
environment and
10. describe how global climatic phenomena, such as the El Niño
people pose serious
Southern Oscillation, may impact weather systems;
challenges which
require solutions and
action at local and
global levels.

4. The rich natural resources of the Philippines require sustainable 12. explain how increased societal uses of renewable energies could
management. mitigate the effects of global climate change, including how the Philippines
11. identify local impacts of global climate change and suggest ways that could make better use of its plentiful natural resources.
individuals can do to reduce the impact of global warming; and

Performance Standard

By the end of the Quarter, learners describe and explain the geologically dynamic nature of the Philippine Archipelago in relation to its
plate tectonic setting and use models to explain the earth structures, movements, and natural events that occur. They use critical
thinking and modeling to explain mechanisms that have contributed to the current distributions of continents and make predictions
about changes that can be expected in the future. Learners gather information from secondary sources to describe rapid changes that are
occurring in local and global climate patterns and propose solutions to address these changes at the local and global levels by drawing on
awareness, responsible personal behavior to conserve materials and energy, and through the better societal management of the natural
resources of the country.
 Suggested Performance Tasks
A: Plan and enact a community education strategy based on scientific understanding, data, and processes, to encourage and
empower viewers to be responsible in their use of local natural resources.
B: Develop a discussion paper on the value of mining green metals, such as cobalt and nickel for modern battery production. Include
information about how modern batteries can contribute to addressing energy supply and other energy-related issues. The paper
should provide information about the green metal reserves of the Philippines and what would be involved in establishing industries
to produce batteries locally.

GRADE 10 SECOND QUARTER - Force, Motion, and Energy

Content Content Standards Learning Competencies

The learners learn that: The learners:

1. Projectile 1. Newton’s laws can be 1. investigate and describe the relationship among the projectile variables
motion 2. used to explain projectile including the angle and velocity of release, and projectile height and range,
Momentum and motion and collisions. using everyday activities such as shooting basketballs or kicking footballs;
Collisions

3. Large-scale generation and distribution of 4. explain that momentum depends on the mass plants is generated and safely distributed to
electricity and the velocity of a moving object that can be industries, businesses, and homes, including the
4. Renewable and non-renewable energy used to predict the impact the object will have if it role of substations (grid stations), and electric
2. Momentum in collisions increases as mass or hits another object; meters;
velocity increases. 5. carry out guided investigations using different 10. describe and explain the need for safety
3. The electric companies provides high voltage objects to describe momentum related precautions in handling household electrical
electricity through power generation, relationships, such as the more momentum an devices;
transmission, and distribution to many
object has, the harder for it to stop; 11. describe the similarities and differences
parts of the archipelago. 4. Responsible planning
and innovation lead to efficient generation and 6. identify and explain that to change the between electric motors and electric generators;
distribution of electricity in the momentum of an object, it is necessary to apply 12. collaborate in a class discussion to identify
Philippines. a force on the object over a period of time; ways to reduce the use of electrical energy in
2. describe different types of collisions as elastic 7. gather information from secondary sources to Filipino houses and communities and explain
or inelastic by providing some examples; identify ways to reduce the impact of collisions what local and global benefits can be achieved;
3. use models to investigate elastic or inelastic such as seatbelts, airbags, and crumple zones in and
collisions and describe the forces involved and vehicles; 8. identify that momentum is conserved 13. gather information from secondary sources to
their effects; before and after the collision of objects; 9. evaluate how renewable and non renewable
describe how high voltage electricity from power generation of electricity in the Philippines impacts
human activities and the environment.

Performance Standard

By the end of the Quarter, learners display critical thinking in describing the factors that affect the trajectory of projectiles. They distinguish
between different types of collisions and describe the impacts on the motion of objects. They carry out investigations using models to
identify relationships that affect the motion of objects and apply their understanding to real-life situations. Learners gather information
from secondary sources to identify, describe, and explain how science impacts human activities and the environment.

Suggested Performance Tasks

A: Conduct a survey of recent vehicular accidents in your locality to identify a high-risk spot where collisions are frequent. Offer a solution to
mitigate collisions at the high-risk area by:
ð 1. designing a structure aimed at reducing the impact of collisions, or
ð 2. describe a system aimed at changing riders’ or drivers’ behavior by educating them about the collision danger in the location.
B. Design and describe the significant features (rationale) of a ‘vehicle’ that will save a raw egg from breaking when dropped onto a concrete
surface from 3 meters. Learners will test their model in a class event.
GRADE 10 THIRD QUARTER- Science of Materials

Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Chemical 1. Several simple 1. describe the indicators for a chemical reaction as color change, the formation of
reactions 2. Acids, observations indicate if a precipitate, the release of gas, and or odor, or a change in temperature; 2.
bases, and salts. a chemical reaction identify common acids, bases, and salts (e.g., hydrocholoric acid, sodium
3. Types of has hydroxide, and saline solution) using different indicators;
chemical taken place. 3. describe important types of chemical reactions (combination, decomposition,
reactions 2. Chemical indicators single replacement, double replacement);
4. Chemical produce color changes 4. explain how important types of chemical reactions, such as combustion, acids on
reactions in the with acids, bases, and metals, acids on carbonates, photosynthesis, and respiration, relate to or impact
environment. salts. the natural and built environments using information from secondary sources; 5.
5. Chemical 3. Valid and reliable recognize that scientists:
equations scientific investigations a. use chemical equations to describe chemical reactions, and
6. Rates of reactions identify the dependent b. write equations in word form and using formula for common
and chemical reactions;
independent variables 6. explain that chemical equations demonstrate a rearrangement of atoms but the
and control other total mass of the system remains the same during a chemical reaction; 7. apply
 variables. the principles of conservation of mass to balance chemical equations; 8. explain
4. Many types of chemical the factors affecting the rates of chemical reactions as applied in food
reactions are important preservation and materials production, control of fire, pollution, and corrosion;
in our daily lives and in and
the biotic and abiotic 9. identify that chemical reactions may be exothermic or endothermic
parts of the
environment.
5. Atoms rearrange
during chemical
reactions but
abide by the principle
of conservation of
mass as

illustrated in balanced
chemical equations.
6. Rates of chemical reactions
are critical in production
and preservation of many
useful materials.
Performance Standard

By the end of the Quarter, learners demonstrate an understanding that household products can act as indicators for important
chemicals. They describe the indicators of a chemical reaction and identify important types of chemical reactions. They explain how
some important chemical reactions impact the natural and built environment. They write balanced chemical equations using formula
and apply the principles of conservation of mass. They explain factors that affect the rate of a reaction and that some reactions are
exothermic, and some are endothermic. They demonstrate skills to plan and conduct valid and reliable scientific investigations and
record them appropriately.

Suggested Performance Task/s

A. Conduct a valid and reliable investigation to test a number of vegetables, such as carrots and red cabbage to determine their
usefulness as indicators for common acids and bases, such as vinegar, lemon juice, and bleach.
B. Explore materials in the home to produce specific chemical reactions, such as mixing a solution of washing powder with a solution
of baking powder.

GRADE 10 FOURTH QUARTER - Life Science

 Content Content Standards Learning Competencies

The learners learn that: The learners…

1. Homeostasis 1. Homeostasis is a self 1. describe homeostasis as a state of balance among all the body systems in
2. Mechanisms regulating process humans that needs to be maintained for survival and proper functioning; its
of evolution that indicators include body temperature, glucose level, and blood pressure;
3. Biotechnology allows an organism to 2. explain how homeostasis is maintained through various feedback
4. Ecosystem’s maintain stability. mechanisms, both positive and negative;
carrying capacity 2. Several theories provide 3. use information from secondary sources to describe natural selection as
and population lines of evidence about
the primary mechanism driving evolutionary change;
growth how organisms evolve.
3. The products and 4. discuss in small groups important concepts in the theories of evolution, such
processes of as variation, heredity, isolation, selection, and adaptation;
biotechnology can have
both beneficial

and harmful effects on society and the vinegar, nata de coco); 8. use information from secondary sources to
environment. identify examples of modern biotechnology, such as genetically modified
4. Population growth influences the carrying capacity of an ecosystem organisms and processes (e.g. in vitro fertilization);
5. use information from secondary sources to explain how lines of 9. participate in a class debate on the societal, environmental, and ethical
evidence, such as fossils, biogeography, and comparative morphology, implications of using biotechnological products and methods;
support the occurrence of evolution; 10.discuss the factors that limit the ecosystem’s carrying capacity, such as
6. explain the term biotechnology and provide examples; adequate food, shelter, water, and mates; and
7. use information from secondary sources to identify the products of 11.explain that the ecosystem’s population growth slows down as it gets
traditional biotechnology through fermentation (e.g. cheese, soy sauce, closer to the carrying capacity.

Performance Standard

By the end of the Quarter, learners describe homeostasis as a process that allows an organism to maintain stability. They describe and
discuss in small groups that natural selection is the driving mechanism of evolutionary change. They explain the meaning of the term
biotechnology and debate the societal, environmental, and ethical implications of utilizing biotechnological products and methods.
They discuss the factors that limit the ecosystem’s carrying capacity and the role of population growth.

Suggested Performance Task

A. Write a critical analysis of the use of biotechnology and its impacts on society or the environment.