Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City

K to 12 Curriculum Guide

SCIENCE
 K to 12 BASIC EDUCATION CURRICULUM

(Grade 3 to Grade 10)

August 2016

CONCEPTUAL FRAMEWORK

Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able
to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.

The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the
social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology,
thus preserving our country’s cultural heritage.

The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based
society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers,
responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed
around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global context whenever
possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains
is facilitated using the following approaches: multi/interdisciplinary approach, sciencetechnology-society approach, contextual learning, problem/issue-
based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy namely, constructivism, social cognition
learning model, learning style theory, and brain-based learning.

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 Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing
science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity
motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-
on activities will be used to develop learners’ interest and let them become active learners.

As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations.
Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to
another in spiral progression, thus paving the way to a deeper understanding of core concepts. The integration across science topics and other
disciplines will lead to a meaningful understanding of concepts and its application to real-life situations.

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 K to 12 BASIC EDUCATION CURRICULUM
K to 12 BASIC EDUCATION CURRICULUM
Scientific, Technological and
Environmental Literacy

Developing and
Demonstrating Scientific
Attitudes and Values

Brain-based
learning

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CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)

The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and
values to solve problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and
wellness of people, make informed decisions, and engage in discussions of relevant issues that involve science, technology, and environment.

KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)

K–3 4–6 7–10 11-12

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

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE/
Grade-Level Standards
LEVEL
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals
and varied materials in their environment and their observable characteristics; general weather conditions and how these
Kindergarte
influence what they wear; and other things in their environment. Understanding of their bodies and what is around them is
n
acquired through exploration, questioning, and careful observation as they infer patterns, similarities, and differences that will
allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external
parts of animals and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and
differences given two objects; to differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate
Grade 1 how things move; to, describe the weather and what to do in different situations; to use appropriate terms or vocabulary to
describe these features; to collect, sort, count, draw, take things apart, or make something out of the things; to practice healthy
habits (e.g., washing hands properly, choosing nutritious food) and safety measures (e.g., helping to clean or pack away toys,
asking questions and giving simple answers/ descriptions to probing questions).

At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more
objects and using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of
weather or certain events in the home or school and express how these are affecting them, do simple measurements of length,
Grade 2
tell why some things around them are important , decide if what they do is safe or dangerous; give suggestions on how to
prevent accidents at home, practice electricity, water, and paper conservation, help take care of pets or of plants , and tell
short stories about what they do, what they have seen, or what they feel.
Grade 3 At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their
surroundings --- rocks and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid
or gas. They can describe how objects move and what makes them move. They can also identify sources and describe uses of
light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about
their surroundings, appreciate nature, and practice health and safety measures.

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 K to 12 BASIC EDUCATION CURRICULUM
Grade 4 At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other
materials or when force is applied on them. They can identify materials that do not decay and use this knowledge to help
minimize waste at home, school, and in the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health.
They can classify plants and animals according to where they live and observe interactions among living things and their
environment. They can infer that plants and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They
learned about what makes up weather and apply their knowledge of weather conditions in making decisions for the day. They
can infer the importance of the Sun to life on Earth.

GRADE/
Grade-Level Standards
LEVEL

At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their
properties. They can infer that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that
accompany puberty. They can compare different modes of reproduction among plant and animal groups and conduct an
investigation on pollination. They have become aware of the importance of estuaries and intertidal zones and help in their
Grade 5
preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different
materials react differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in
preparation for typhoons. They can observe patterns in the natural events by observing the appearance of the Moon.

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 K to 12 BASIC EDUCATION CURRICULUM
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials
may be recovered using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal
medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on
reproductive structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation
Grade 6 on plant propagation. They can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound,
electricity, and motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur.
They can infer that the weather follows a pattern in the course of a year. They have learned about the solar system, with
emphasis on the motions of the Earth as prerequisite to the study of seasons in another grade level.

GRADE/
Grade-Level Standards
LEVEL

At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the
importance of air testing when conducting investigations. After studying how organ systems work together in plants and
animals in the lower grade levels, learners can use a microscope when observing very small organisms and structures. They
recognize that living things are organized into different levels: Cells, tissues, organs, organ systems, and organisms. These
organisms comprise populations and communities, which interact with non-living things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and
equations. They can describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the
occurrence of breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons
change and demonstrate how eclipses occur.

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 K to 12 BASIC EDUCATION CURRICULUM

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They
can differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the
transfer of energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They
recognize other members of the solar system.
Grade 8
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and
medical products are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the
process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can
participate in activities that protect and conserve economically important species used for food.

At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to
promote overall health. They have become familiar with some technologies that introduce desired traits in economically
important plants and animals. Learners can explain how new materials are formed when atoms are rearranged. They recognize
that a wide variety of useful compounds may arise from such rearrangements.
Grade 9 Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes
may be tapped for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why
certain constellations can be seen only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and
momentum.

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

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 K to 12 BASIC EDUCATION CURRICULUM
in the food they eat.

SEQUENCE OF DOMAIN/STRANDS PER QUARTER

G3 G4 G5 G6 G7 G8 G9 G10

1st Quarter Matter Matter Matter Matter Matter Force, Living Things Earth & Space
Motion,& and Their
Energy Environment

2nd Quarter Living Things Living Things Living Things Living Things Living Things Earth & Space Matter Force,
and Their and Their and Their and Their and Their Motion,&
Environment Environment Environment Environment Environment Energy

3rd Quarter Force, Force, Force, Motion Force, Force, Matter Earth & Space Living Things
Motion,& Motion,& & Motion,& Motion,& and Their
Energy Energy Energy Energy Energy Environment

4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space Living Things Force, Matter
and Their Motion,&
Environment Energy

SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10

MATTER

Grade 3 Grade 4 Grade 5 Grade 6

PROPERTIES OF MATTER

When learners observe different Aside from being grouped into After learning how to read and In Grade 4, the learners have observed
objects and materials, they become solids, liquids, or gases, interpret product labels, learners can the changes when mixing a solid in a
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 K to 12 BASIC EDUCATION CURRICULUM
aware of their different materials may also be critically decide whether these liquid or a liquid in another liquid.
characteristics such as shape, grouped according to their materials are harmful or not. They can From these investigations, learners can
weight, definiteness of volume and ability to absorb water, also describe ways in which they can now describe the appearance of mixtures
ease of flow. Using characteristics, ability to float or sink, and use their knowledge of solids and as uniform or non-uniform and classify
objects and materials can be whether they decay or not liquids in making useful materials and them as homogeneous or heterogeneous
grouped into solids, liquids or products. mixtures.
gases.
CHANGES THAT MATTER UNDERGO

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

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 K to 12 BASIC EDUCATION CURRICULUM

Grade 7 Grade 8 Grade 9 Grade 10

PROPERTIES AND STRUCTURE OF MATTER

In Grade 6, learners learned how to Using models, learners learn Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from that matter is made up of structure learned in Grade 8, different conditions based on their
heterogeneous mixtures. In Grade particles, the smallest of which learners describe how atoms can knowledge of the motion of and distances
7, learners investigate properties of is the atom. These particles are form units called molecules. They between gas particles. Learners then
solutions that are homogeneous too small to be seen through a also learn about ions. Further, they confirm whether their explanations are
mixtures. They learn how to microscope. The properties of explain how atoms form bonds consistent with the Kinetic Molecular
express concentrations of solutions materials that they have (ionic and covalent) with other Theory. They also learn the relationships
qualitatively and quantitatively. observed in earlier grades can atoms by the transfer or sharing of between volume, temperature, and
They distinguish mixtures from now be explained by the type of electrons. pressure using established gas laws.
substances based on a set of particles involved and the
properties. attraction between these In Grade 9, learners learned that the
They also learn that the forces
particles. bonding characteristics of carbon result in
holding metals together are caused
Learners begin to do guided and by the attraction between flowing the formation of large variety of
semiguided investigations, making electrons and the positively charged compounds. In Grade 10, they learn more
sure that the experiment they are metal ions. about these compounds that include
conducting is a fair test. biomolecules such as carbohydrates,
Learners explain how covalent lipids, proteins, and nucleic acids.
bonding in carbon forms a wide Further, they will recognize that the
variety of carbon compounds. structure of these compounds comprises
repeating units that are made up of a
limited number of elements such as
Recognizing that matter consists of
carbon, hydrogen, oxygen, and nitrogen.
an extremely large number of very
small particles, counting these
particles is not practical. So,
learners are introduced to the unit—
mole.
CHANGES THAT MATTER UNDERGO
Learners recognize that materials Learners learn that particles are Learners explain how new In Grade 9, learners described how
combine in various ways and always in motion. They can now compounds are formed in terms of particles rearrange to form new
through different processes, explain that the changes from the rearrangement of particles. substances. In Grade 10, they learn that
contributing to the wide variety of solid to liquid, solid to gas, liquid They also recognize that a wide the rearrangement of particles happen
materials. Given this diversity, they to solid, and liquid to gas, variety of useful compounds may when substances undergo chemical
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 K to 12 BASIC EDUCATION CURRICULUM
recognize the importance of a involve changes in the motion of arise from such rearrangements. reaction. They further explain that when
classification system. They become and relative distances between this rearrangement happens, the total
familiar with elements and the particles, as well as the number of atoms and total mass of newly
compounds, metals and non- attraction between them. formed substances remain the same. This
metals, and acids and bases. is the Law of Conservation of Mass.
They also recognize that the Applying this law, learners learn to
Further, learners demonstrate that same particles are involved balance chemical equations and solve
homogeneous mixtures can be when these changes occur. In simple mole-mole, molemass, and mass-
separated using various effect, no new substances are mass problems.
techniques. formed.

LIVING THINGS AND THEIR ENVIRONMENT

Grade 3 Grade 4 Grade 5 Grade 6

PARTS AND FUNCTION OF ANIMALS AND PLANTS

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

Learners learn that living things Learners learn that humans, Learners learn how flowering plants Learners learn how non-flowering plants
reproduce and certain traits are animals, and plants go through and some non-flowering plants (spore-bearing and cone-bearing plants,
passed on to their offspring/s. life cycles. Some inherited traits reproduce. ferns, and mosses) reproduce.
may be affected by the
They are also introduced to the sexual
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 K to 12 BASIC EDUCATION CURRICULUM
environment at certain stages and asexual modes of reproduction.
in their life cycles.
BIODIVERSITY AND EVOLUTION

Different kinds of living things Learners investigate that Learners learn that reproductive They learn that plants and animals share
are found in different places. animals and plants live in structures serve as one of the bases common characteristics which serve as
specific habitats. for classifying living things. bases for their classification.
ECOSYSTEMS

Learners learn that living things Learners learn that there are Learners are introduced to the Learners are introduced to the
depend on their environment for beneficial and harmful interactions among components of interactions among components of
food, air, and water to survive. interactions that occur among larger habitats such as estuaries and habitats such as tropical rainforests,
living things and their intertidal zones, as well as the coral reefs, and mangrove swamps.
environment as they obtain conditions that enable certain
their basic needs. organisms to live.

Grade 7 Grade 8 Grade 9 Grade 10

PARTS AND FUNCTION: ANIMAL AND PLANTS

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 K to 12 BASIC EDUCATION CURRICULUM
In Grade 7, learners are introduced to the In Grade 8, learners gain knowledge of Learners study the coordinated Learners learn that
organisms have levels of organization in the human body how the body breaks down food into functions of the digestive, respiratory,
feedback mechanisms that are and other organisms. They learn that forms that can be absorbed through and circulatory systems.
coordinated by the nervous and organisms consist of cells, most of which the digestive system and transported endocrine
systems. These mechanisms are grouped into organ systems that to cells. They also learn that nutrients enter help the
organisms maintain perform specialized functions. the bloodstream and combine with homeostasis to reproduce and
survive. Learners learn that gases are oxygen taken in through the exchanged through the respiratory respiratory system.
Together, they are system. This provides the oxygen transported to the cells where oxygen
needed by cells to release the
energy is used to release the
stored energy. stored in food.

They also learn that dissolved

wastes are removed through
the urinary system while solid
wastes are eliminated through
the excretory system.
HEREDITY:INHERITANCE AND VARIATION
After learning how flowering and non Learners study the process of cell Learners study the structure of Learners are introduced to the
flowering plants reproduce, Grade 7 division by mitosis and meiosis. genes and chromosomes, and the structure of the DNA molecule and
learners are taught that asexual They understand that meiosis is functions they perform in the its function.
reproduction results in genetically an early step in sexual transmission of traits from parents
identical offspring whereas sexual reproduction that leads to to offspring. They also learn that changes that
variation. take place in sex cells are inherited
reproduction gives rise to variation.
while changes in body cells are not
passed on.
BIODIVERSITY AND EVOLUTION
Learners learn that the cells in similar Learners learn that species refers Learners learn that most species Learners revisit the mechanisms
tissues and organs in other animals are to a group of organisms that can that have once existed are now involved in the inheritance of traits
similar to those in human beings but mate with one another to produce extinct. Species become extinct and the changes that result from
differ somewhat from cells found in fertile offspring. They learn that when they fail to adapt to changes these mechanisms. Learners
plants. biodiversity is the collective variety in the environment. explain how natural selection has
produced a succession of diverse
of species living in an ecosystem.
new species. Variation increases the
This serves as an introduction to chance of living things to survive in
the topic on hierarchical taxonomic a changing environment.
system.

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 K to 12 BASIC EDUCATION CURRICULUM
Grade 7 Grade 8 Grade 9 Grade 10
ECOSYSTEMS Grade 7
Learners learn that interactions occur Learners learn how energy is Learners learn how
plants capture among the different levels of organization in transformed and how materials are From a simple understanding of
energy from the Sun and store energy ecosystems. Organisms of the same kind cycled in motion, learners study more
ecosystems. in sugar molecules (photosynthesis). scientific ways of describing (in
interact with each other to form This stored energy is used by cells populations; populations terms of distance, speed, and
interact with other during cellular respiration. These two populations to form communities. acceleration) and representing
processes are related to each other. (using motion diagrams, charts,
and graphs) the motion of
objects in one dimension.
FORCE, MOTION AND ENERGY
Learners investigate the impact of human activities and other organisms on ecosystems.

They learn how biodiversity influences the stability of ecosystems.

Grade 3 Grade 4 Grade 5 Grade 6

FORCE AND MOTION

Learners observe and explore and Learners now learn that if force is This time, learners begin to Aside from the identified causes
investigate how things around them applied on an object, its motion, accurately measure the amount of of motion in Grade 3, such as
move and can be moved. They also size, or shape can be changed. change in the movement of an people, animals, wind, and water,
identify things in their environment They will further understand that object in terms of its distance learners also learn about gravity
that can cause changes in the these changes depend on the travelled and time of travel using and friction as other causes or
amount of force applied on it appropriate tools. factors that affect the movement
movement of objects.
(qualitative). They also learn that of objects.
magnets can exert force on some
objects and may cause changes in
their movements.

ENERGY

Learners observe and identify Learners learn that light, heat, and This time, learners explore how At this grade level, learners are
different sources of light, heat, sound travel from the source. They different objects interact with light, introduced to the concept of
sound, and electricity in their perform simple activities that heat, sound, and electricity (e.g., energy. They learn that energy
environment and their uses in demonstrate how they travel using identifying poor and good exists in different forms, such as
everyday life. various objects. conductors of electricity using light, heat, sound and electricity,
Note: Electricity is not included in simple circuits).
K to 12 Science Curriculum Guide August 2016 Page 17of 285
and it can be transformed from
Grade
Learning Materials and equipment technical 4 because
specifications the
may beconcept
accessedofat http://lrmds.deped.gov.ph/.
They learn about the relationship *These materials are in textbooks that
‘flow of charges’ is difficult to between electricity and magnetism one form to another. They
have been delivered to schools.
understand at this grade level. by constructing an electromagnet. demonstrate how energy is
They also learn about the effects of transferred using simple
light, heat, sound, and electricity on machines.
people.
 K to 12 BASIC EDUCATION CURRICULUM
This time learners recognize that different forms of energy travel in different ways—light and sound changes in temperature, amount
travel through waves, heat travels through moving or vibrating particles, and electrical energy travels of natural environments like
through moving charges. In Grade 5, they learned about the different modes of heat transfer. This waterfalls. They Learners
time, they explain these modes in terms of the movement of particles. also use the concept of moving
current, and speed of sound to
the further describe the
transformation of charges
and magnetic fields in
explaining
changes in energy of the
particles.
place in hydroelectric
principle behind generators and

motors.
Learn
ers
also
learn
abou
t the
Grade 8 Grade 9 Grade 10 FORCE AND MOTION
relati
This time, learners study the concept of To deepen their understanding of motion, From learning
onshi
the basics of forces in force and its relationship to motion. learners use the Law of
p
Conservation of Grade 8, learners extend their They use Newton’s Laws of Motion to
betw
Momentum to further explain the motion understanding of forces by describing explain why
een
objects move (or do not of objects. how balanced and unbalanced forces,
heat
move) the way they do (as described in From motion in one dimension in the either by
and
solids or liquids, affect the Grade 7). They also realize that if force previous grades, they
work,
learn at this level movement, balance, and stability of is applied on a body, work can be done
and
about motion in two dimensions using objects. and may cause a change in the energy
apply
projectile motion as an example. of the body.
this
ENERGY
conc
Learners realize that transferred energy Learners explain how conservation of Learners
ept
acquire more knowledge about may cause changes in the properties of mechanical energy is
to
applied in some the properties of light as applied in the object. They relate the observable
expla
structures, such as roller coasters, and in optical instruments.
in
how
K to 12 Science Curriculum Guide August 2016 Page 18of 285
Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
geothermal power plants from
operate. powe
After they have learned r
how electricity is statio
generated in power ns to
plants, learners further home
develop their s.
understanding of
transmission of electricity
EARTH AND SPACE

Grade 3 Grade 4 Grade 5 Grade 6

GEOLOGY
Learners will describe what After familiarizing themselves In this grade level, learners will learn Learners will learn that aside from
makes up their environment, with the general landscape, that our surroundings do not stay the weathering and erosion, there are other
beginning with the landforms learners will investigate two same forever. For example, rocks processes that may alter the surface of
and bodies of water found in components of the physical undergo weathering and soil is carried the Earth: earthquakes and volcanic
their community. environment in more detail: soil away by erosion. Learners will infer eruptions. Only the effects of earthquakes
and water. They will classify that the surface of the Earth changes and volcanic eruptions are taken up in
soils in their community using with the passage of time. this grade level, not their causes (which
simple criteria. They will identify will be tackled in Grades 8 and 9).
the different sources of water in Learners will also gather and report data
their community. They will infer on earthquakes and volcanic eruptions in
the importance of water in daily their community or region.
activities and describe ways of
using water wisely.
METEOROLOGY

Learners will describe the After making simple descriptions Learners will learn that the weather After learning how to measure the
different types of local weather, about the weather in the does not stay the same the whole year different components of weather in
previous grade, learners will now round. Weather disturbances such as Grades 4 and 5, learners will now collect
measure the components of typhoons may occur. Learners will weather data within the span of the
weather using simple describe the effects of typhoons on the school year. Learners will interpret the
instruments. They will also community and the changes in the data and identify the weather patterns in
K to 12 Science Curriculum Guide August 2016 Page 19of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
identify trends in a simple weather before, during, and after a their community.
weather chart. typhoon.
ASTRONOMY

Learners will describe the natural After describing the natural After learning about the Sun, learners In Grade 6, learners will turn their
objects that they see in the sky. objects that are seen in the sky, will now familiarize themselves with attention to Earth as another natural
learners will now focus on the the Moon and the stars. They will object in space (in addition to the Sun,
main source of heat and light on describe the changes in the Moon, and stars).
Earth: the Sun, its role in plant appearance of the Moon and discover Learners will learn about the motions of
growth and development, and its that the changes are cyclical, and that the Earth: rotation and revolution.
effect on the activities of the cycle is related to the length of a Learners will also compare the different
humans and other animals. month. Learners will identify star members that make up the Solar System
patterns that can be seen during and construct models to help them
certain times of the year. visualize their relative sizes and
distances.

Grade 7 Grade 8 Grade 9 Grade 10

GEOLOGY

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

Learners will explain the Being located beside the Pacific In this grade level, learners will Note:The theory of plate
K to 12 Science Curriculum Guide August 2016 Page 20of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Ocean, the Philippines is prone to distinguish between weather and tectonics is the sole topic in
occurrence of atmospheric typhoons. In Grade 5, the effects of climate. They will explain how different Earth and Space in Grade 10.
phenomena (breezes, monsoons, typhoons were tackled. Here, learners factors affect the climate of an area. This is because the theory binds
and ITCZ) that are commonly will explain how typhoons develop, They will also be introduced to climatic many of the topics in previous
experienced in the country as a how typhoons are affected by phenomena that occur over a wide area grade levels, and more time is
result of the Philippines’ location landforms and bodies of water, and (e.g., El Niño and global warming). needed to explore connections
with respect to the equator, and why typhoons follow certain paths as and deepen learners’
surrounding bodies of water and they move within the Philippine Area understanding.
landmasses. of Responsibility.
ASTRONOMY
Learners will complete their survey of Learners will now leave the Solar
Learners will explain the
the Solar System by describing the System and learn about the stars
occurrence of the seasons and
characteristics of asteroids, comets, beyond. They will infer the
eclipses as a result of the motions
and other members of the Solar characteristics of stars based on the
of the Earth and the Moon. Using
System. characteristics of the Sun. Using
models, learners will explain that
models, learners will show that
because the Earth revolves
constellations move in the course of a
around the Sun, the seasons
night because of Earth’s rotation, while
change, and because the Moon
different constellations are observed in
revolves around the Earth,
the course of a year because of the
eclipses sometimes occur.
Earth’s revolution.

GRADE 3

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

K to 12 Science Curriculum Guide August 2016 Page 21of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
1. BEAM 5. Unit 4. 1. 5-Newton
1. Properties The learners The learners should The learners should be Learning Guides. Spring
1.1.Characteristi demonstrate be able to… 3 Balance
cs of solids, understanding of… able to… Materials. Module
liquids, and 1.describe different 1. February 2. Beral
gases objects based on 2007. Pipette
ways of sorting group common
their characteristics 2. Moving Onward Dropper
materials and objects found at
(e.g. with Science and
describing them as home and in school
Shape, Weight, Volume, Health 1
solid, liquid or gas according to 3. Doublepa
Ease of flow); Teacher’s
based solids, liquids and n
Manual.
on observable gas Balance,
DunganRamires,
properties Cristeta, et al. 500g
1997. pp. 56-
69
S3MT-Ia-b-1 3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp.
115-119, 152-
155.*
4. Science and
Health
1. Coronel,
Carmelita C., et
al. 2000. pp. 83-
91.
5. Science and
Health 1. Bañez,
Resurreccion S.,
et al. 1998. pp.
108-
121. *
6. Science and
Health Today 1.
Apolinario, Nenita
K to 12 Science Curriculum Guide August 2016 Page 22of 285
Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
A. 1997. pp. 125-
133. *
7. Into the Future:
Science and
Health

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 23of 285

Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
2. Estrella, Sonia
1. Properties The learners The learners should The learners should be S3MT-Ia-b-1 V., et al. 1997.
1.1.Characteristi demonstrate be able to… pp.
cs of solids, understanding of… able to… 84-97.*
liquids, and 1.describe different 8. Science and
gases objects based on Health Today 2.
ways of sorting group common
materials and objects found at their characteristics Apolinario, Nenita
describing them as home and in school (e.g. A. 1997. pp. 123-
solid, liquid or gas according to Shape 125. *
based solids, liquids and 9. Growing with
on observable gas Science and
properties Health 2.
Domanais, Lucia
C. et al. 1997. pp.
114-118. *
10. Moving Onward
with Science and
Health 1
Teacher’s
Manual.
DunganRamirez,
Cristeta, et al.
1997. pp. 56-
59. *
11. Our World of
Science and
Health 1 Teachers
Manual.
Santiago, Erlinda
M. 1997. pp. 61-
62.
*
12. Science for
Everyone 1
Teacher’s
manual. De Lara,
Ruth G.
1997.pp. 90-93. *
13. Science and
K to 12 Science Curriculum Guide August 2016 Page 24of 285
Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING LEARNING SCIENCE
CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 25of 285

Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
1. BEAM 5. Unit 4.
1. Properties The learners The learners should 2.classify objects and S3MT-Ic-d-2 Learning Guides.
1.1.Characteristi demonstrate be materials as solid, 3
cs of solids, understanding of… able to… liquid, and gas Materials. Module
liquids, and based on some 1. February
gases observable 2007.
ways of sorting group common
characteristics; 2. Our World of
materials and objects found at
Science and
describing them as home and in school
Health
solid, liquid or gas according to
based solids, liquids and 1. Santiago,
on observable gas Erlinda
properties M. 1997. pp. 105-
124. *
3. Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 126-
136. *
4. Exploring Science
2. Siringan-
Rasalan,
Elizabeth.
1999. pp. 82-100.
*
5. Science and
Health 2. Apostol,
Joy A., et al.
1997. pp.
112-123. *
6. Growing with
Science and
Health 2.
Domanais, Lucia
C., et al. 1997.
114-130. *
7. Science for Daily
Use 2. Menguito,
Perla B., et al.
K to 12 Science Curriculum Guide August 2016 1997. pp. 111-125.
Page 26of 285
Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

PERFORMANCE LEARNING LEARNING SCIENCE

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

K to 12 Science Curriculum Guide August 2016 Page 27of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

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

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
S3MT-Ih-j-4
2.Changes that effects of temperature investigate the 4. describe changes in BEAM 5. Unit 4. 8 Plastic
Materials on materials different changes in materials based on Physical and Thermomete
Undergo materials as affected the effect of Chemical r, non-
by temperature temperature: Changes. Distance mercury
4.1 Solid to liquid Learning Modules.
4.2 Liquid to solid DLP 26.
4.3 Liquid to gas
K to 12 Science Curriculum Guide August 2016 Page 28of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
4.4 Solid to gas

Grade 3 – Living Things and Their Environment

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
K to 12 Science Curriculum Guide August 2016 Page 29of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

1. Living Things The learners The learners should The learners should be S3LT-IIa-b-1 7. Growing with
demonstrate be able to … able Science and
1.2Humans understanding of… to… Health 1.
practice healthful Domanais, Lucia
1.1.a Sense Organs habits C., et al. 1997.
parts, and functions of 1. describe the parts
in taking care of the pp.
the and functions of the
sense organs 2-4. *
sense organs of the sense
organs of the human 8. Science and
human body
body; Health
1. Bañez,
Resurreccion S.,
et al. 1998. pp. 2-
8. *
9. Science and
Health
1. Coronel,
Carmelita C., et
al. 2000. pp. 3-9.
10. Our World of
Science and
Health
1. Santiago,
Erlinda M. 1997.
pp. 2-17.
*
11. Science and
Health
1. Coronel,
Carmelita C.
1997. pp. 19-23. *
12.Science for
Everyone 2
Teacher’s
Manual. De Lara,
Ruth G.
1997. pp. 8-18. *
13. Growing with
K to 12 Science Curriculum Guide August 2016 Science and Page 30of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING LEARNING SCIENCE
CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Carmelita C.
1. Living Things The learners The learners should The learners should be S3LT-IIa-b-1 1997. pp. 14-20. *
demonstrate be able to … able 15. Science and
1.1Humans understanding of… to… Health
practice healthful 2 Teacher’s
1.1.a Sense habits in taking care Manual. Apostol,
parts, and functions of 1. describe the parts
Organs of the sense organs Joy A., et al.
the and functions of the
sense organs of the sense organs of the 1997. pp. 1-6. *
human body human body; 16. Into the Future:
Science and
Health
1 Teacher’s
Manual. Estrella,
Sonia V., et al.
1997. pp. 11-13. *

K to 12 Science Curriculum Guide August 2016 Page 31of 285

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 32of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
4-13. *
1. Living Things The learners The learners should 2. enumerate S3LT-IIa-b-2 8. Science and
demonstrate be able to … healthful habits to Health
1.1 Humans understanding of… protect the sense 2. Coronel,
practice healthful organs; Carmelita C., et
1.1.a Sense habits in taking care al. 2000. pp. 15-
parts, and functions of
Organs of the sense organs 21.
the
sense organs of the 9. Science for
human body Everyone 2. De
Lara, Ruth G.
1997. pp. 19-25.
*
10. Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 28-
34.
*
11. Growing with
Science and
Health 1
Teacher’s
Manual.
Domanais, Lucia
C., et al.
1997. pp. 14-16.
*
12. Science and
Health 1
Teacher’s
Manual. Coronel,
Carmelita C.
1997.
pp. 27-29. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 33of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
1. BEAM 3. Unit 2. 1. Model
2.Living Things parts and functions of enumerate ways of 3. describe animals in S3LT-IIc-d-3 Distance of
animals and importance grouping animals their immediate Learning invertebrat
2.1 Animals to based on their surroundings; Modules. DLP 18. es
humans structure and 2. Science for Daily 2. Model
importance Use. Menguito, of
Perla B., et al. vertebrates
1997. pp. 52-55.
*
3. Into the Future:
Science and
Health
2. Estrella, Sonia
V., et al. 1997.
pp.
36-37. *
4. Exploring Science
2. Siringan-
Rasalan,
Elizabeth.
1999. pp. 33-35.
*
5. Into the Future:
Science and
Health
1. Estrella, Sonia
V., et al. 1997.
pp.
44-45. *
6. Science and
Health
1. Bañez,
Resurreccion S.,
et
al. 1998. pp. 52-55.
*
7. Science for

K to 12 Science Curriculum Guide August 2016 Page 34of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Everyone 1. De
Lara, Ruth G.
1997. pp. 59-62.
*
8. Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 72-76.
*
9. Science and
Health
1. Coronel,
Carmelita C.
1997.
pp. 58-61. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 35of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
BEAM 3. Unit 2.
2.Living Things parts and functions of enumerate ways of 4. identify the parts and S3LT-IIc-d-4 1. Distance Learning 1. Hand
animals and importance grouping animals functions of animals; Modules. DLP 19. Magnifying
2.1 Animals to based on their Science and Lens, 5X
humans structure and 2. Health 2. Model
importance 1. Coronel, of
Carmelita C. invertebrate
1997. s
3. pp. 53-57.* 3. Model
Science for of
Everyone 1. De vertebrate
Lara, Ruth G. s
4. 1997. pp. 52-54.
* Science and
Health
1. Bañez,
5. Resurreccion S.,
et al. 1998. pp.
56-60. * Into the
Future:
Science and
Health
6.
1. Estrella, Sonia
V., et al. 1997.
pp.
36-43. *
7.
Science for
Everyone 2. De
Lara, Ruth G.
1997.
pp. 49-53. *
8. Into the
Future:
Science and
Health
9. 2. Estrella, Sonia
V., et al. 1997.
pp.
26-33. *
K to 12 Science Curriculum Guide August 2016 Page 36of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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

K to 12 Science Curriculum Guide August 2016 Page 37of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

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

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
6. Lara, Ruth G.
2.Living Things parts and functions of enumerate ways of 5. classify animals S3LT-IIc-d-5 1997.
animals and importance grouping animals according to body parts pp. 54-58. *
2.1 Animals to based on their and use; Into the
humans structure and Future:
importance Science and
Health
1. Estrella, Sonia
V., et al. 1997.
pp. 38-39. *
K to 12 Science Curriculum Guide August 2016 Page 38of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
7. Science Around
Us
3. Garcia, Ligaya
B., et al. 1997.
pp. 51-59. *
8. Exploring Science
1 Teacher’s
Manual.
ReynaldoMangub
at, Ma.
Carmina. 1999.
pp. 31-36. *
1.
6.state the importance S3LT-IIc-d-6 BEAM 3. Unit 2.
of animals to Distance
humans; Learning
Modules. DLP 29.
2. Science for
Everyone 1. De
Lara, Ruth G.
1997.
pp. 70-72. *
3. Into the Future:
Science and
Health
2. Estrella, Sonia
V., et al. 1997.
pp. 48-49. *

CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING SCIENCE

K to 12 Science Curriculum Guide August 2016 Page 39of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS COMPETENCY MATERIALS EQUIPMEN
STANDARDS
T

2.Living Things parts and functions of enumerate ways of 7.describe ways of S3LT-IIc-d-7 1. BEAM 3. Unit 2.
animals and importance grouping animals proper handling of Distance
2.1 Animals to based on their animals; Learning
humans structure and Modules. DLP 31.
importance 2. Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 76-79.
*
3. Science and
Health for Life 2.
Carale, Lourdes
R. 1997.
pp. 94-99. *
4. Into the Future:
Science and
Health
2. Estrella, Sonia
V.
1997. pp. 50-51.
*
5. Science and
Health
2. Coronel,
Carmelita C., et
al. 2000. pp. 60-
61.
6. Science and
Health 2. Apostol,
Joy A., et al.
1997. pp. 71-
72. *
7. Science and
Health Today 2.
K to 12 Science Curriculum Guide August 2016 Page 40of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Apolinario, Nenita
A. 1997. pp. 92-
97.
*
8. Exploring Science
2. Siringan-
Rasalan,
Elizabeth.
1999. pp. 47-49.
*
9. Science and
Health
2. Coronel,
Carmelita C.
1997.
pp. 81-82.*

PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT
CONTENT STANDARDS COMPETENCY CODE MATERIALS EQUIPMEN
STANDARDS
T

K to 12 Science Curriculum Guide August 2016 Page 41of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

2.Living Things parts and functions of enumerate ways of 7. describe ways of S3LT-IIc-d-7 10. Science Around
animals and importance grouping animals proper handling of Us
2.1 Animals to based on their animals; 3. Garcia, Ligaya
humans structure and B., et al. 1997.
importance pp.
71-73. *
11. Science for
Everyone 2
Teacher’s
Manual.
De Lara, Ruth G.
1997. pp. 57-60.
*
12. Science and
Health
2 Teacher’s
Manual. Apostol,
Joy A. 1997. pp.
44-45. *
13. Science and
Health Today 2
Teacher’s
Manual.
Apolinario, Nenita
A. 1997. pp.
69-74. *
14. Science Around
Us 2 Teacher’s
Manual. Garcia,
Ligaya B., et al.
1997. pp. 57-59.
*
15. Into the Future:
Science and
Health
2 Teacher’s
Manual. Estrella,
K to 12 Science Curriculum Guide August 2016 Page 42of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Sonia V., et al.
1997. pp. 43-44.
*
16. Science and
Health 1
Teachers Manual.
Coronel,
Carmelita C.
1997. pp. 40-42.
*

PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT
CONTENT STANDARDS COMPETENCY CODE MATERIALS EQUIPMEN
STANDARDS
T

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

K to 12 Science Curriculum Guide August 2016 Page 43of 285

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 K to 12 BASIC EDUCATION CURRICULUM

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

PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT
CONTENT STANDARDS COMPETENCY CODE MATERIALS EQUIPMEN
STANDARDS
T

K to 12 Science Curriculum Guide August 2016 Page 44of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

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

K to 12 Science Curriculum Guide August 2016 Page 45of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
1.
3. Living Things external parts of plants demonstrate the 2.state the S3LT-IIe-f-9 BEAM 3. Unit 3.
and their functions, and proper importance of plants Distance
3.1 Plants importance to humans ways of handling to humans; Learning
plants Modules. DLP 38.

2.
Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
pp. 100-101. *

Science and
3. Health
1 Teacher’s
Manual.
Santiago, Ma.
Lourdes B.
1997. p. 68. *
1.
3.describe ways of S3LT-IIe-f-10 BEAM 3. Unit 3.
caring and proper Distance
handling of plants; Learning
Modules. DLP 40.
2. BEAM 3. Unit 3.
Distance
Learning
Modules. DLP 41.

K to 12 Science Curriculum Guide August 2016 Page 46of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
3. Science and
Health 2. Apostol,
Joy A.
1997. pp. 104-
105. *
4. Science and
Health
2. Coronel,
Carmelita C., et
al.
2000. pp. 79-80.
5. Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997. pp. 136-
140. *
6. Science for Daily

PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT
CONTENT STANDARDS COMPETENCY CODE MATERIALS EQUIPMEN
STANDARDS
T

K to 12 Science Curriculum Guide August 2016 Page 47of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Use 2. Menguito,
Perla B., et al.
1997. Pp. 105-
106.
*
7. Science Around
Us
2. Garcia, Ligaya
B., et al. 1997.
pp.
97-98. *
8. Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 93-94.
*
9. Science and
Health 1
Teachers Manual.
Santiago, Ma.
Lourdes B. 1997.
p.
69. *

characteristics of living illustrates the 4. compare living with S3LT-IIe-f- Pilot School MTB-
and nonliving things difference between nonliving things; 11 MLE.
living and non-living Science TG. Quarter
things 1.
Day 1.

4. Heredity: reproduction among given a photo of 5.infer that living S3LT-

Inheritance and humans, animals and offspring and things reproduce; IIgh12
Variation plants and certain parents, make a
observable checklist of possible
characteristics that are characteristics that 6.identify
the offspring observable S3LT-IIg-h13
passed from parents to
K to 12 Science Curriculum Guide August 2016 Page 48of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
offspring inherited from the characteristics
parents that are passed
on from parents
to offspring (e.g.,
humans,
animals, plants);

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

5.Ecosystems basic needs of plants, list down activities 7.identify the basic S3LT-IIi-j- 1. Science and
animals and humans which they can needs of humans, 14 Health 2. Apostol,
perform at home, in plants and animals Joy A., et al.
school, or in their such as air, food, 1997. pp. 35-
neighborhood to water, and shelter; 40, 70 and 103. *
keep the 2. Growing with
environment clean Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp.
20-40 and 78-80.
*
3. Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 36-
44, 89-91 and
114-116.
*

K to 12 Science Curriculum Guide August 2016 Page 49of 285

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 K to 12 BASIC EDUCATION CURRICULUM

8.explain how living S3LT-IIi-j-

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

9.recognize that there S3LT-IIi-j16

is a need to protect
and conserve the
environment.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

K to 12 Science Curriculum Guide August 2016 Page 50of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

2.identify things that S3FE-IIIc-d-2 1. Science and 1. Pair of

can make objects Health Today 1. Bar
move such as Apolinario, Nenita Magnets
people, A. 1997. pp. 154- 2. Toy Car,
water, wind, magnets; 157. * non-
2. Into the Future: friction,
Science and nonbatte
Health ry
2. Estrella, Sonia
V., et al. 1997.
pp.
126-131. *
3. Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997. pp. 171-
180. *
4. Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 144-
150.
*
5. Science and
Health 2. Apostol,
Joy A., et al.
1997. pp.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
6. 147-153. *
1.Force and Motion The learners The learners should 2.identify things that S3FE-IIIc-d-2 Growing with
demonstrate be able to… can make objects Science and
understanding of… move such as Health 1
observe, describe, people, water, wind, Teacher’s
K to 12 Science Curriculum Guide August 2016 Page 51of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
motion of objects and magnets; Manual.
investigate the Domanais, Lucia
position and C., et al.
movement of things 1997. pp. 157-
around them 159. *
7. Science and
Health
1 Teacher’s
Manual. Bañez,
Resurreccion S.
1998. pp. 100-
102. *

3.describe the S3FE-IIIe-f-3 1. Growing with Toy car,

movements of Science and nonfriction,
objects such as Health 1. nonbattery
fast/slow, Domanais, Lucia
forward/backward, C., et al. 1997.
2. pp. 166-168. *
stretching/compres
Exploring Science
sin g;
3 Teacher’s
Manual. Alsim-
Madriaga, Lucita.
3. 2000. pp.
108-111. *
Exploring Science
1 Teacher’s
Manual.
ReynaldoMangub
at, Ma.
Carmina. 1999.
pp. 100-102. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
K to 12 Science Curriculum Guide August 2016 Page 52of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
4. 1. BEAM 3. Unit 5. 1. Connectin
2. Energy: Light, sources and uses of apply the knowledge describe sources of S3FE-IIIg-h4 Distance g wires
sound. light, of the sources and light and sound, Learning and Bulb-
sound, heat and uses of light, sound, heat 2. Modules. DLP 50. Socket
2.1 Heat and electricity heat, and and electricity; and BEAM 3. Unit 5. Assembly
Electricity electricity Distance a. 250 mm
3. Learning long
Modules. DLP 51. with
Science Around crocodil
Us e clips,
2. Garcia, Ligaya red
B., et al. 1997. b. bulb
4.
pp. and
123-124 and 133- socket
134. * assembly
Science and
Health 2. Dry Cell
5.
2. Coronel, Holder, 1
Carmelita C., et chamber,
al. 2000. pp. 105- for size D
106 and 114-115. dry cell
Science for
6. Everyone 2. De
3. Flashlight
Lara, Ruth G. with
1997. pp. 116- Incandesc
119 and 126-127. e
* nt Bulb
7. Into the Future:
Science and
Health
2. Estrella, Sonia
V., et al. pp.
8. 105109 and 114-
115. *
Science for Daily
Use 2. Menguito,
Perla B., et al.
9. 1997. pp. 127-
K to 12 Science Curriculum Guide August 2016 Page 53of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
129 and 138-140.
* Exploring
Science
2. Siringan-
Rasalan,
Elizabeth.
1999. pp. 101-
105.
*
Science and
Health

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
4.describe sources of S3FE-IIIg-h4 for Life 2. Carale,
2. Energy: Light, sources and uses of apply the knowledge light and sound, heat Dr. Lourdes R., et
sound. light, of the sources and and electricity; and al. pp. 156-163. *
sound, heat and uses of light, sound, 5. enumerate uses of S3FE-IIIi-j-3 1. MISOSA 6. Module 1. Connecting
2.1 Heat and electricity heat, and light, sound, heat 21. wires and
Electricity electricity 2. MISOSA 6. Module Bulb-Socket
and electricity.
22. Assembly
3. MISOSA 6. Module a. 250 mm
23. long with
4. Science for Daily crocodile
Use 4. Lozada, clips, red
Buena A., et al. b. bulb and
2002. p. 162. * socket
assembly

2. Dry Cell
Holder, 1
chamber,
for size D
dry cell
3. Flashlight
with
incandes
K to 12 Science Curriculum Guide August 2016 Page 54of 285
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 K to 12 BASIC EDUCATION CURRICULUM
ce nt
bulb
Grade 3 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1. BEAM 3. Unit 6.
1. Earth and Space The learners The learners should The learners should be S3ES-IVa-b-1 Learning Guides.
1.1The demonstrate be able to… Me and my
Surroundings understanding of… able to… Environment.
1.describe the things January 2007.
people, animals, plants, express their found in the 2. Science and
concerns about their surroundings; Health 1.
lakes, rivers, streams,
hills, mountains, and surroundings Coronel,
through teacher- Carmelita C.
other landforms, and
guided and self 1997.
their importance
–directed activities pp. 176-186. *
3. Moving Onward
with Science and

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Health 1.
1. Earth and Space The learners The learners should The learners should be S3ES-IVa-b-1 DunganRamirez,
1.1The demonstrate be able to… Cristeta.
Surroundings understanding of… able to… 1997. pp. 175-
1. describe the things 187. *
found in the Science and
people, animals, plants, express their 4. Health Today
lakes, rivers, streams, concerns about their surroundings;
1.
hills, mountains, and surroundings
Apolinario,
other landforms, and through teacher-
guided and self Nenita
their importance A. 1997. pp. 164-
–directed activities
170. *

K to 12 Science Curriculum Guide August 2016 Page 55of 285

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 K to 12 BASIC EDUCATION CURRICULUM
5. Moving Onward
with Science and
Health 1
Teacher’s
Manual.
DunganRamirez,
Cristeta.
1997. pp. 83-87.
*
6. Growing with
Science and
Health 1
Teacher’s
Manual.
Domanais, Lucia
C. 1997. pp. 169-
171. *
1. BEAM 3. Unit 6.
2. relate the importance S3ES-IVc-d-2 Learning Guides.
of surroundings to Me and my
people and other Environment.
living things; January 2007.
2. Science and
Health Today 1.
Apolinario, Nenita
A.
1997. pp. 174-176.
3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 193-197.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 56of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
1. BEAM 4. Unit 8.
2. Earth and Space types and effects of express ideas about 3. describe the changes S3ES-IVe-f-3 Distance
2.1Weather weather as they relate safety measures in the weather over a Learning
to daily activities, during different period of time; 2. Modules. DLP
health and safety weather conditions 57. Science and
creatively (through Health Today 1.
artwork, Apolinario,
poem, song) Nenita
A. 1997. pp.
183-
186. *
3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 202-205. *
4. Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
166169. *

4. communicate how S3ES-IVg-h- 1. BEAM 4. Unit 8.

different types of 4 Distance
weather affect Learning
activities 2. Modules. DLP
in the community; 57.
and Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
176180. *

K to 12 Science Curriculum Guide August 2016 Page 57of 285

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 K to 12 BASIC EDUCATION CURRICULUM
3. Science and
Health Today 1.
Apolinario,
nenita
A. 1997. pp.
187-
188. *
4. Growing with

PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT
CONTENT STANDARDS COMPETENCY CODE MATERIALS EQUIPMEN
STANDARDS
T

K to 12 Science Curriculum Guide August 2016 Page 58of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Science and
2. Earth and Space types and effects of express ideas about 4. communicate how S3ES-IVg-h- Health 1.
2.1Weather weather as they relate safety measures different types of 4 Domanais, Lucia
to daily activities, during different weather affect C., et al. 1997.
health and safety weather conditions activities pp.
creatively (through in the community; 187-188. *
artwork, and 5. Science for
poem, song) Everyone 2. De
Lara, Ruth G.
1997. pp. 177-
178. *
6. Into the Future:
Science and
Health 2.
Estrella, Sonia
V., et al.
1997. pp. 166-
167. *
7. Growing with
Science and
Health 2
Teacher’s
Manual.
Domanais, Lucia
C., et al. 1997.
pp.
168-170. *
8. Growing with
Science and
Health 1
Teacher’s
Manual.
Domanais, Lucia
C., et al. 1997.
pp.
186-188. *
9. Science for
Everyone 1
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 K to 12 BASIC EDUCATION CURRICULUM
PERFORMANCE LEARNING LEARNING SCIENCE
CONTENT
CONTENT STANDARDS COMPETENCY CODE MATERIALS EQUIPMEN
STANDARDS
T
Health Today 1
2. Earth and Space types and effects of express ideas about 4. communicate how S3ES-IVg-h- Teacher’s
2.1Weather weather as they relate safety measures different types of 4 Manual.
to daily activities, during different weather affect Apolinario,
health and safety weather conditions activities Nenita
creatively (through in the community; A. 1997. pp.
artwork, and 132-
poem, song) 138. *
1. BEAM 4. Unit 8.
5. enumerate and S3ES-IVg-h- Distance
practice safety and 5 Learning
precautionary Modules. DLP
measures in dealing 58.
with 2. Into the Future:
different types of Science and
weather. Health 2.
Estrella, Sonia
V., et al.
1997. pp. 168-
169. *
3. Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp.
213-216. *
4.
5. Science
Science andfor
Everyone 2
Teacher’s
Manual.
De Lara, Ruth G.
1997. pp. 142-
144. *
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 K to 12 BASIC EDUCATION CURRICULUM
6. Growing with
Science and
Health 2
Teacher’s
Manual.
Domanais, Lucia

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
C. 1997. pp.
171-
173. *

1.
3. Earth and Space natural objects in the list down activities 6. describe the natural S3ES-IVg-h- Pilot School
sky which affect their objects that are 6 MTBMLE.
3.1Natural affect one’s daily daily found in the sky Science TG.
Objects in the activities activities during daytime and Quarter 4. Week
Sky nighttime 7.

2. Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997., pp. 213-
217. *
3. Science and
Health 1. Bañez,
Resurreccion S.,
et al. 1998. pp.
198-
207. *

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 K to 12 BASIC EDUCATION CURRICULUM
4. Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
pp. 189-192. *
5. Science and
Health Today 1.
Apolinario,
Nenita
A. 1997. pp.
196-
198. *
6. Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
182186. *
7. Science and
Health 1
Teacher’s

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Manual. Bañez,
3. Earth and Space natural objects in the list down activities 6. describe the natural S3ES-IVg-h- Resurreccion S.
sky which affect their objects that are 6 1998. pp. 131-
3.1Natural affect one’s daily daily found in the sky 134. *
Objects in the activities activities during 8. Moving Onward
Sky daytime and with Science and
nighttime Health 1
Teacher’s
Manual.
DunganRamirez,
Cristeta, et al.
1997. pp.
94-96. *
9. Our World of
Science and
Health 1
Teacher’s Manual.
Santiago, Erlinda
M. 1997. pp. 96-
98. *
10. Exploring
Science 1
Teacher’s
Manual.
ReynaldoMangub
at, ma. Carmina.
1999. pp. 133-
135. *

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 4

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

Grade 4 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
The learners should be
1. Properties The learners The learners should be able to…
demonstrate able to… 1.classify materials based S4MT-
1.1. Properties used to understanding on the ability to Ia-1
group and store of… Recognize and practice absorb water, float,
materials proper handling of sink, undergo decay;

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 K to 12 BASIC EDUCATION CURRICULUM
1.2. Importance of grouping different products 1. Exploring
interpreting materials based on 2.identify the effects of S4MT- Science 3
product labels their properties decaying materials on Ib-2 Teacher’s
1.3. Proper disposal of one’s health and Manual.
waste safety; AlsimMadria
ga, Lucita.
2000.
pp. 84-89. *
2. Science
Around Us 3.
Garcia,
Ligaya B., et
al. 1997. pp.
110-115. *
3. Science
Around Us 3
Techer’s
Manual.
Garcia,
Ligaya B., et
al. 1997. pp.
87-91. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

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

demonstrate able to… disposal of waste Ic-d-3
1.1. Properties used to understanding according to the
group and store of… Recognize and practice properties of its materials;
materials proper handling of
1.2. Importance of grouping different products
interpreting materials based on
product labels their properties
Proper disposal of
waste

1. 1.
2. Changes that changes that evaluate whether 4.describe changes in solid S4MT- MISOSA 6. Long Nose Pliers,
Materials Undergo materials undergo changes in materials materials when they Ie-f-5 2. Module 15. 2. 6"
2.1. Changes that are when exposed to are useful or harmful to are bent, pressed, EASE Mortar and
useful certain conditions. one’s hammered, 3. Science I. Pestle, 150ml
2.2. Changes that are environment or cut; Module 5. capacity,
harmful BEAM 5. porcelain
Unit 4. 8
Physical and
Chemical
Changes.
Distance
Learning
Modules.
DLP 26.
1. 1.2.
5.describe changes in S4MT- OHSP 3. Beakers, 250 mL
properties of materials Ig-h-6 Chemistry. Beral Pipette,
when exposed to 2. Module 15. 4. 5mL Double pan
certain conditions such MISOSA 4. balance
as temperature or 3. Module 21. 5. Erlenmeyer flask,
when mixed with other Science and 2250 mL
materials; and Technology Graduated
I: Integrated 6. cylinder, plastic,
Science 250mL
K to 12 Science Curriculum Guide August 2016 Page 68of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Textbook for Stirring rod

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

First Year. 7. Test tubes

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

Grade 4 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM
1. MISOSA 6.
Parts and Functions The learners The learners should be The learners should be S4LT- Module 4. Human torso model
demonstrate able to… able to… IIa-b-1 2. BEAM 3.
1. Humans understanding Unit 1.
1.1 Major organs of of… construct a prototype 1.describe the main Distance
the body model of organism that function of the major Learning
1.2 Caring for the how the major has body parts which organs; Modules.
major organs internal organs can DLP 1.
1.3 Diseases that such as the brain, survive in a given 3. BEAM 3.
affect the major heart, lungs, liver, environment Unit 1.
organs of stomach, Distance
the human body Learning
intestines,
kidneys, bones, Modules.
and muscles keep
the body healthy

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM
human body intestines, kidneys, 1. MISOSA 5.
bones, and 2.communicate that the Module 1. Skeleton model
muscles keep the major organs work S4LTIIa- 2. MISOSA 5.
body healthy together to make the b-2 Module 2.
body function properly; 3. MISOSA 5.
Module 4.
4. MISOSA 5.
Module 6.
MISOSA 4.
5.
Module 5.
Science for
6. Daily Use
5.
Tan,
Conchita
T. 2012.
pp.
24-26 and
7. 43-44. *
Science for
Daily Use
4.
Lozada,
Buena A.,
et al.
2011. pp.
13-15 and
30-31. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

3.identify the causes and

S4LT-
treatment of diseases
IIa-b-3
of the major organs;

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 K to 12 BASIC EDUCATION CURRICULUM
Science for
4.practice habits to Daily Use 4.
S4LT-
maintain a healthy Lozada, Buena
IIa-b-4
body; A., et al.
2011. p. 34. *

2. Animals animals have body construct a prototype 5.infer that body S4LTIIc 1. BEAM 3.
parts that make model of organism that structures help -d-5 Unit 2.
2.1 Live on land them adapt to has body parts which animals adapt and Distance
or in water land or water can survive in their Learning
survive in a given particular habitat; Modules.
environment DLP 27.
2. Science for
Daily Use
5.
Tan,
Conchita
T. 2012.
pp.
68-69. *
6.compare body
S4LT- MISOSA 5.
movements of animals
IIc-d-6 Module 7.
in their habitat;

7.make a survey of S4LT- 1. BEAM 3.

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

Distance
Learning
Modules.
DL 13.

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

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 K to 12 BASIC EDUCATION CURRICULUM
11. make a survey of There and
plants found in the S4LT- Everywher
community and their IIe-f- e
specific habitats; 11

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

12. choose which plants to S4LT-

grow in a particular IIe-f-
habitat; 12

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

1. EASE Fresh Water

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

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 K to 12 BASIC EDUCATION CURRICULUM
living
organisms.
1. EASE
16. describe certain types S4LT- Science I.
of harmful interactions IIi-j-16 Module 10.
among living things; Lesson 1.
and
2. MISOSA 6.
Interrelatio
nship
among

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

living
organisms.

5. Ecosystems beneficial and

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

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 K to 12 BASIC EDUCATION CURRICULUM
Grade 4 – Force and Motion
THIRD QUARTER/THIRD GRADING PERIOD
1.
1. Effects of Force on The learners The learners should be The learners should be S4FEIIIa EASE
Objects demonstrate able to… able to… -1 Science I.
understanding 1.explain the effects of Module 7.
1.1 Shape, size and of… demonstrate force applied to an 2. Lesson 1.
movement conceptual object; Science
force that can understanding of Around Us
change the shape, properties/characteristi 3.
size or movement cs Garicia,
of objects. of light, heat and sound Ligaya B.,
et al. 1997.
p. 142. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

The learners should be

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM
al. 1997.
pp.
130131. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

6.Exploring
Science 2.
SiringanRasal
an,
Elizabeth. 1999.
pp.
106-107. *

5. investigate properties S4FEIIIh 1. EASE

and characteristics of -5 Physics.
light and sound; and Module 3.
2. EASE
Physics.
Module 16.

6. describe ways to S4FE-

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

Grade 4 – Earth and Space

FOURTH QUARTER/FOURTH GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

S4ES- 1. BEAM I. Unit

2. Water in the The learners The learners should be 2.explain the use of water IVb-2 7. Powers of
Environment demonstrate able to… from different sources Water.
understanding in the context of daily Module 2.
2.1 Sources and of… practice precautionary activities; August 2009.
importance of measures in planning 2. EASE
water the different activities Science I.
sources Module 13.
of water suitable 3. Science
for Around Us
3. Garcia,
human
Ligaya B.,
consumption
et al.
1997. pp.
163-165. *

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 K to 12 BASIC EDUCATION CURRICULUM
S4ES- 1. BEAM I. Unit
IVc-3 7. Powers of
Water.
Module 2.
August 2009.
3.infer the importance of
2. Science
water in daily activities;
Around Us
3. Garcia,
Ligaya B., et
al.
1997. pp.
166-168. *
S4ES- BEAM 5. Unit
IVd-4 6. 16 Blowing
in the Wind.
Distance
4.describe the importance Learning
of the water cycle. Modules. DLP
45.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Science and 1. Simple
3. Weather The learners The learners should be 5.use weather instruments S4ESIVe Technology I: Anemometer
3.1 Components of demonstrate able to… to measure the -5 Integrated 2. Aneroid
weather understanding different weather Science Barometer, wall-
3.2 Weather of… practice precautionary components Textbook for type
instruments First Year. 3. Hydrometer/
measures in planning
3.3 Weather chart components of Villamil, Aurora psychometer
activities
weather using M., Ed.D. 1998. 4. Magnetic
simple instruments pp. 203-204. * compass
5. Rain gauge
3. Weather 6. Thermometers
3.1 Components of 7. Wind vane
weather
3.2 Weather 1.Into the Classroom
instruments 6.record in a chart the S4ESIVf Future: Thermometer
3.3 Weather chart weather conditions; -6 Science and
Health 2.
Estrella,
Sonia V., et
al.
1997.p. 163.
*
2.Science and
Health for
Life 2.
Carale, Dr.
Lourdes R.
1997. p.
208. *

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 K to 12 BASIC EDUCATION CURRICULUM

7.make simple S4ES- 1.Science and

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

7. 1997. pp.
The learners The learners should be make simple S4ESIVf- 164-165. *
demonstrate able to… interpretations about 7
understanding the weather as recorded
of… practice precautionary in the weather chart;

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 K to 12 BASIC EDUCATION CURRICULUM
components of measures in planning 1. BEAM 4.
weather using activities 8.identify safety S4ES- Unit
simple instruments precautions during IVg-8 8. Distance
different weather Learning
3. Weather conditions; Modules.
3.1 Components of The learners The learners should be S4ES- DLP 58.
weather demonstrate able to… 8.identify safety IVg-8 2. Science for
3.2 Weather understanding precautions during Everyone 2.
instruments of… practice precautionary different weather De Lara,
3.3 Weather chart measures in planning conditions; Ruth G.
components of activities 1997. p.
weather using 179. *
simple instruments 3. Science and
Health 2.
Coronel,
Carmelita
C.
1997. p.
208.
*
4. Into the
Future:
Science and
Health 2.
Estrella,
Sonia V., et
al.
1997. pp.
168-169. *
5. Science
Around Us
2. Garcia,
Ligaya B.
1997. pp.
180-181. *

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

6.Science
Around Us 2
Teacher’s
Manual.
Garcia,
Ligaya B.
1997. pp.
143-145. *

The learners should be

1. BEAM 4. Unit
The learners able to… S4ESIVh 7. 11 Solar
4. The Sun 9. describe the changes in
4.1 Importance of the demonstrate the position and length -9 and Lunar
understanding practice precautionary of Eclipse.
Sun
of… measures in planning shadows in the Distance
4.2 Effects of Sun on
activities surroundings as the Learning
living things
position of the Sun Modules.
4.3 Safety precautions the Sun as the
changes; DLP 68.
main source of
heat and 2. BEAM I. 9
light on Earth The Earth
and its
Neighbors.
Shadow
Cast.
September
2009.
3. Science and
Health 2.
Apostol, Joy
A. 1997. pp.
227-228. *

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 K to 12 BASIC EDUCATION CURRICULUM

10.describes the role of S4ESIVi- 1.BEAM 5. Unit

the Sun in the water 10 6. 16
cycle; and Blowing in
the Wind.
Distane
Learnig

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

Modules. DLP
46.
2.BEAM 5. Unit
6. 16
Blowing in
the Wind.
Distane
Learnig
Modules. DLP
45.

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 K to 12 BASIC EDUCATION CURRICULUM
4. The Sun The learners The learners should be 1. BEAM 3. Unit
4.1 Importance of the demonstrate able to… 11.describe the effects of S4ES- 5. Distance
Sun understanding the IVj-11 Learning
4.2 Effects of Sun on of… practice precautionary Sun Modules.
living things measures in planning DLP 52.
4.3 Safety precautions the Sun as the activities 2. BEAM 5. Unit
main source of 6. 16
heat and Blowing in
light on Earth the Wind.
Distane
Learnig
Modules.
DLP 46.
3. Exploring
Science 3
Teacher’s
Manual.
AlsimMadria
ga, Lucita.
2000. pp.
163-165.
*
4. Science
Around Us 3.
Garcia,
Ligaya b.
1997. pp.
203-204. *
5. Science for

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Daily Use 2.
Menguito,
Perla B., et
al. 1997. pp.
199-200. *
6. Science
Around Us
2. Garcia,
Ligaya B., et
al.
The learners should be 1997. pp.
4. The Sun
able to… 11.describe the effects of S4ESIVj 192-193. *
4.1 Importance of the The learners the Sun -11
Sun 7. Science and
demonstrate practice precautionary
4.2 Effects of Sun on Health 3.
understanding measures in planning Emilio,
living things of… activities Jacinto Jr.
4.3 Safety precautions D., et al.
the Sun as the 1997. pp.
main source of 195-197. *
heat and light on
Earth

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 5

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 5 – Matter
FIRST QUARTER/FIRST GRADING PERIOD

1. Properties The learners The learner… The learner…

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

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 K to 12 BASIC EDUCATION CURRICULUM
1. EASE II. 1. Alcohol
2.Changes that Materials The learners Chemistry Lamp, glass,
Undergo demonstrate 2. investigate Module 15. 150 ml.
understanding of… changes that Lesson 4. Capacity
happen in 2. NFE. Matter 2. Stirring rod
materials undergo materials under 1B: Forms,
changes due to the following Properties
oxygen and heat conditions: and
2.1 presence or lack S5MT- Changes.
of oxygen; and Ic-d-2 2001. pp.
2.2 application of 3336.
heat; 3. Chemistry III
Textbook.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
36-37. *
4. Science and
Technology
I:
Integrated
Science
Textbook for
The learners 2. investigate changes S5MT- First Year.
2.Changes that Materials demonstrate The learner… Ic-d-2 Villamil,
that happen in
Undergo understanding of… materials under the Aurora M.,
uses local, recyclable following conditions: Ed.D. 1998.
solid and/or liquid 2.1 presence or lack of 47-50. *
materials undergo materials in making 5. Sciene for
oxygen; and
changes due to useful products Daily Use 5.
2.2 application of heat;
oxygen and heat Tan,
Conchita T.
2012. pp.
134-143. *
6. Science and
Technology
III. NISMED.
1997. pp.
8696.
7. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
6976.
8. Science and
Technology

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 K to 12 BASIC EDUCATION CURRICULUM
III:
Chemistry
Textbook.
NISMED.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
2012. pp.
7182.
3.recognize the importance NFE.
of recycle, reduce,
S5MT- Pagrerecycle.
reuse,
recover and repair in Ie-g-3 2001. pp. 29-
waste management; and 30.

4.design a product out of

local, recyclable solid MISOSA 6.
S5MT-
and/ or liquid Module 17. pp.
Ih-i-4
materials in making 7-8.
useful products.
Grade 5 – Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM
1. BEAM 5.
3.explain the menstrual S5LT- Unit
cycle; IIc-3 1. 1 The
Human
Reproductiv
e System.
Distance
Learning
Modules.
DLP 4.
2. Science for
Daily Use 5.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Tan,
Conchita T.
2012. pp.
15-17. *
3.NFE. Ang
Reproductiv
e System.
2001. pp.
1114.

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 K to 12 BASIC EDUCATION CURRICULUM
1. Parts and Functions 1. BEAM 5.
The learners The learners should 4.give ways of taking care S5LTIId- Unit
1.1Humans demonstrate be of the reproductive 4 1. 1 The
understanding of… able to… organs; Human
1.2 The reproductive Reproductiv
system how the parts of practice proper e System.
the human hygiene to care of Distance
reproductive Learning
the reproductive
system work Module. DLP
organs
5.
2. Science for
Daily Use 5.
Tan,
Conchita T.
2012. pp.
19-22. *
1. MISOSA 4.
1.2. Animals how animals 5.describe the different S5LT- Science Life
reproduce modes of reproduction IIe-5 Cycle of
in animals such as Animals.
1.2.1 reproductive
butterflies, mosquitoes, 2. Science for
system of animals
frogs, cats and dogs; Daily Use 4.
1.2.2 modes of Lozada,
reproduction Buena A., et
in animals al. 2011. pp.
48-50. *
3. Science and
Technoogy
II: Biology
Textbook.
NISMED.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
2012. pp.
153-157.
4.Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
153-157.
1. EASE
1.3. Plants how plants 6.describe the Biology.
1.3.1 reproductive parts in reproduce reproductive parts in S5LT- Module 7.
plants and their IIf-6 Lesson 2.
plants
functions; pp. 11-14.
1.3.2 modes of
2. Science for
reproduction in plants Daily Use 4.
Lozada,
Buena A., et
al. 2011. pp.
48-50. *
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
147-152.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
147-152.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
K to 12 Science Curriculum Guide August 2016 Page 97of 285
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 K to 12 BASIC EDUCATION CURRICULUM
1. MISOSA 4.
7.describe the different S5LT- Module 14.
modes of reproduction IIg-72. Science for
in flowering and Daily Use 4.
nonflowering plants Lozada,
such as moss, fern, Buena A., et
mongo and al. 2011. pp.
others; 77-78 and
97-
98. *
3. Science and
Technology
how plants II: Biology
1.3. Plants reproduce Textbook.
S5LTIIg-
1.3.1 reproductive parts in NISMED.
7
plants 7. describe the different 2004. pp.
modes of reproduction in 139-151.
1.3.2 modes of
flowering and non-flowering 4. Science and
reproduction in plants
plants such as moss, fern, Technology
mongo and others; II: Biology
Textbook.
NISMED.
2012. pp.
139-151.

2. Ecosystems the interactions for create a 8. discuss the interactions S5LTIIh-

survival among living hypothetical among living things and 8
2.1 Interactions Among and non-living things community to show non-living things in
Living Things that take place in how organisms estuaries and intertidal
estuaries and interact and zones; and
2.1.1 Estuaries reproduce
intertidal zones 9. explain the need to
2.1.2 Intertidal Zones to survive
protect and conserve S5LT-Iij-
estuaries and intertidal 10
zones.
Grade 5 – Force and Motion
THIRD QUARTER/THIRD GRADING PERIOD
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 K to 12 BASIC EDUCATION CURRICULUM
1.NSTIC 1. Meter stick
1. Motion The learners The learners should The learners should be S5FEIIIa Science 2. Plastic Ruler,
demonstrate be able … able -1 Manual. 12 inches or 30
Integrated

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
1.1 Measuring time understanding of… to… Science cm
and distance using Mnaual. 3.Stopwatch
standard units motion in terms of 1.describe the motion of 012013.
distance and time an object by tracing 2. Science and
and measuring its Technology
change in position IV: Physics
(distance travelled) Textbook for
over a period of time; Fourth Year.
Rabago,
Lilia M.,
Ph.D., et al.
2001. pp.
1. Motion The learners 48-61. *
1.1 Measuring time demonstrate 3. Science and
and distance using understanding of… Technology
The learners should be I:
standard units
motion in terms of Integrated
able to…
distance and time Science
Textbook for
1.describe the motion of First Year.
an object by tracing Vilamil,
and measuring its Aurora M.,
change in position Ed.D. 1998.
(distance travelled) pp. 73-74. *
over a period of time; 4. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
107-108.
1.Science and Double-pan
2.use appropriate S5FEIIIb Technology balance, 500g
measuring tools and -2 IV: Physics
correct standard units; Textbook
for Fourth
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 K to 12 BASIC EDUCATION CURRICULUM
Year.
Rabago,
Lilia
M., Ph.D., et

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
al. 2001. pp.
48-61. *
2.Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
279-280.

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
4.infer how black and
colored objects affect S5FE-
the ability to absorb IIId-4
heat;

K to 12 Science Curriculum Guide August 2016 Page 102of 285

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 K to 12 BASIC EDUCATION CURRICULUM
1. Science and
S5FE- Technology
IIIe-5 I: Integrated
Science
Textbook
for First
5. relate the ability of the
Year.
material to block,
Villamil,
absorb or
Aurora M.,
transmit light to its use;
Ed.D. 1998.
p. 101. *
2. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
2224.

3. Electricity and The learners The learners should 6. infer the conditions S5FE- 1. BEAM 5. 1. Bulb and bulb
Magnetism demonstrate be necessary to make a bulb IIIf-6 Unit 5. 12 socket
3.1 Circuits understanding of… able … light up; Electromagn 2. Connecting
3.2 Electromagnets et s. wires
a simple DC circuit Learning 3. Dry cell
propose an unusual
and the relationship Guides. holders
tool or device using
between Powered
electromagnet that
electricity and is useful for home Attraction.
magnetism in school or community January
electromagnets 2009.
2. Science
and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING LEARNING SCIENCE
CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
al. 2001. pp.
300-301. *

7. determine the effects of S5FE- 1. BEAM 5. Electricity and

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

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 K to 12 BASIC EDUCATION CURRICULUM

8. infer that electricity can S5FE- 1.BEAM 5. Unit 1. #22 single

be used to produce IIIh-8 5. 12 wire (solid)/
magnets; and Electromagn magnet wire
et s. 2. Connecting
Learning wires
Guides. 3. Dry cell
Powered holder
Attraction. 4. Iron rod/nail
January 2009. core

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
2. Science and 5.Knife switch
8. infer that electricity can S5FEIIIh Technology
be used to produce -8 IV: Physics
magnets; and Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
320-326. *
3. Science and
Technology
IV: Physics
3. Electricity and The learners should Textbook.
Magnetism be NISMED.
3.1 Circuits The learners able … 2012. pp.
3.2 Electromagnets demonstrate 190-200.
understanding of… propose an unusual 4. NFE.
tool or device using Magnetism
a simple DC circuit electromagnet that in Everyday
and the relationship is useful for home Life. 2001.
between
school or community pp. 16 and
electricity and
21-22.

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 K to 12 BASIC EDUCATION CURRICULUM
magnetism in S5FE- BEAM 5. Unit 5.
electromagnets 12
IIIi-j-9
Electromagnet
9. design an experiment to s.
determine the factors Learning
that affect the strength Guides.
of the electromagnet. Powered
Attraction.
January 2009.
Grade 5 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1. Processes that Shape The learners The learners should The learners should be S5FE- 1. BEAM 4. 7
Earth’s Surface demonstrate be able to… able to… IVa-1 EARTH.
1.1 Weathering and Soil understanding of… participate in 1. describe how rocks turn Distance
Erosion projects that reduce into Learning
soil erosion soil; Modules.
in the community DLP 51.
weathering and soil 2. Science and
erosion shape the Technology I:
Earth’s surface and
affect living things
and

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
the environment Integrated
Science
1. Processes that Shape The learners The learners should S5FE- Textbook for
Earth’s Surface demonstrate be The learners should be IVa-1 First Year.
1.1 Weathering and Soil understanding of… able to… able to… Villamil,
Erosion Aurora M.,
weathering and soil 1. describe how rocks turn Ed.D. 1998.
participate in p. 164. *
erosion shape the projects that reduce into
Earth’s surface and soil; 3. Science and
soil erosion
affect living things Technology

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 K to 12 BASIC EDUCATION CURRICULUM
and in the community I:
the environment 2.investigate extent of S5FEIVb General
soil erosion in the -2 Science
community and its Textbook for
effects on living things First Year.
and the environment Rabago,
Lilia M.,
Ph.D., et al.
3.communicate the data S5FEIVc 1997. pp.
collected from the -3 174-176. *
investigation on soil 4. Science and
Technology
erosion;
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
223-224.
5. Science for
Daily Use 5.
Tan,
Conchita T.
2012. pp.
220-221. *
1.BEAM 5. Unit Simple
2. Weather Disturbances weather prepares individual 4. observe the changes in S5FEIVd 6. 16 Anemometer
2.1 Types of weather disturbances and emergency kit. the weather before, -4 Blowing in
disturbances: their effects on the during and after a the Wind. Aneroid
2.2 Effects of weather environment. typhoon; Distance Barometer,
disturbances on living Learning walltype
Modules. DLP

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
things and the 50.
environment.
The learners The learners should
2. Weather Disturbances demonstrate be 2. MISOSA 5.
2.1 Types of weather understanding of… able to… 5. describe the effects S5FEIVe Module 24.
disturbances:
2.2 Effects of weather of a typhoon on -5 3. Science for
weather prepares individual Daily Use 5.
disturbances on living the community;
disturbances and emergency kit. Tan,
things and the their effects on the Conchita T.
environment. environment. 2012. p.
234. *
4. NFE.
Paghahand
a sa Bagyo.
2011. pp.
511.

6. describe the effects of S5FE- 1. BEAM 5.

the winds, given a IVf-6 Unit 6. 16
certain storm warning Blowing in
signal; the Wind.
Distance
Learning
Modules.
DLP 51.
2. Science and
Technology
I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 207-210.
*
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 K to 12 BASIC EDUCATION CURRICULUM
3. Science 8
Learner’s
Module.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM
the phases of the and folklore about motion
Moon and the beliefs the Moon and the 8. relate the cyclical S5FE- affects Earth.
and practices Stars by presenting pattern to the length of IVg-h-8 Distance
pieces of evidence to Learning
associated a month; and
Modules. DLP
with it convince the
63.
community folks
3. BEAM 4. 10
Understandin
g how the
Moon’s
motion
affects Earth.
Distance
Learning
Modules. DLP
64.
4. Science and
Health 1.
Santiago, Ma.
Lourdes B.
1997. pp.
195-
196. *
5. Science for
Daily Use 4.
Lozada,
Buena
A., et al.
2011.

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 6

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

Grade 6 – Matter
FIRST QUARTER/FIRST GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

1. Chapter 2.
Properties The learners The learners should The learners should be able S6MT- 6. Science and
demonstrate be to… Iac-1 Technology
1. Mixture and their understanding of… able to… III. NISMED.
Characteristics 1997. pp.
1. describe the appearance 2934.
different types of prepare beneficial and and uses uniform and non-
1.1 Homogenous 7. Chemistry
mixtures useful mixtures such as uniform mixtures; III Textbook.
and and their characteristics drinks, food, and
Heterogeneous Mapa,
herbal medicines. Amelia P.,
mixtures
Ph.D., et al.
2001. pp.
38-42. *
8. Science and
Technology
I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 57-58. *
9. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
5355.
10. NFE.
Preparation
K to 12 Science Curriculum Guide August 2016 Page 114of 285
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 K to 12 BASIC EDUCATION CURRICULUM
and
Separation
of Mixtures.
2001. pp.
1024.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

2. Separating Mixtures The learners The learners should 2.enumerate techniques in S6MT- 1.MISOSA 5. 1. Beaker, 250
demonstrate be separating mixtures such Id-f-2 Module 17. ml,
understanding of… able to… as decantation, 2.BEAM III. borosilicate
evaporation, Unit 2. Evaporation
different techniques to separate desired filtering, sieving and 2. 7 setup (stand
materials from using Demonstrate setup,
separate mixtures
common and local magnet; and knowledge of evaporating
products. simple dish, ring
techniques. with stem,
Sparating wire gauze,
and alcohol
Preparing lamp/Bunsen
Mixtures. burner, 2
August 2009. universal
clamp,
3.APEX.
stirring rod)
Phases of
Matter. Unit 6. Funnel,
1. Chapter 2. plastic
pp. 50-53. 7. Test Tube, Ø
4.BEAM 4. 5 16mm x
Explain what 150mm
happens after long,
mixing in borosilicate
materials. 8. Watch glass
Distance
Learning
Materials.
DLP 40.
5.BEAM 4. 5
Explain what
happens
after mixing
in materials.
Learning
Guides. Mix
it
Up. Activity
K to 12 Science Curriculum Guide August 2016 Page 116of 285
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 K to 12 BASIC EDUCATION CURRICULUM
3.3. July
2009.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM

3. tell the benefits of S6MT- Science and

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

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

Grade 6 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

I. Parts and Functions The learners The learners should The learners should be able S6LT- 1. APEX. Human torso
demonstrate be to… IIa-b-1 Biology Unit model
1.Human Body understanding of… able to… 4. pp. 88-
1. explain how the organs of 157.
Systems
how the major organs of make a chart showing each organ system work 2. EASE
1.1 Musculo-skeletal
the human body work healthful habits that together; Biology.
1.2 Integumentary Module 13.
together to form organ promote proper
System 3. BEAM 6.
systems functioning of the
1.3 Digestive System musculo-skeletal, Unit
1.4 Respiratory integumentary, 1. 2 The
System digestive, circulatory, Nervous
1.5 Circulatory excretory, respiratory, System. 1
System and nervous systems Message
1.6 Nervous System Sent. Module
1. February
2008.
4. BEAM II.
4
Organ
System. The
Digestive
System. April
2009. pp.
2227.
5. BEAM II.
4
Organ
System.
Circulatory
System. June
2009.
6. BEAM 6.
Unit
1. 2 The
Nervous
System.
K to 12 Science Curriculum Guide August 2016 Page 119of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Module 1.
September
2008.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
7.BEAM 5. Unit
I. Parts and Functions The learners The learners should The learners should be able S6LT- 1. 3 The
demonstrate be to… IIa-b-1 Urinary
1.Human Body Systems understanding of… able to… System.
1. explain how the organs of Learning
1.1 Musculo-skeletal
each organ system work Guides.
1.2 Integumentary how the major organs of make a chart showing
together; Urinary
System the human body work healthful habits that
System.
together to form organ promote proper
1.3 Digestive System January
systems functioning of the
1.4 Respiratory musculo-skeletal, 2008.
System integumentary, 8. BEAM 4.
1.5 Circulatory digestive, circulatory, 2
System excretory, respiratory, People_Hum
1.6 Nervous System and nervous systems an
Digestive.
Learning
Guides.
Break it
down. May
2009.
9. BEAM 5.
Unit
1. 2 The
Human
Respiratory
System.
Learning
Guides.
Respiratory
System. April
2008.
10.BEAM 5.
Unit 1. 1
The
Human
Reproducti
ve
System.
Learning
K to 12 Science Curriculum Guide August 2016 Page 121of 285
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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM
Daily Use 4.
Lozada,
Buena A., et
al. 2011.
pp.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
3-8, 13-15
The learners The learners should The learners should be able and 30-32.
I. Parts and Functions demonstrate be to… *
understanding of… able to… S6LTIIa- 17.NFE. Ang
1. explain how the organs of b-1 Organ
1.Human Body
each organ system work System ng
Systems how the major organs of make a chart showing
the human body work healthful habits that together; Katawan ng
1.1 Musculo-skeletal Tao. 2001.
together to form organ promote proper
1.2 Integumentary pp. 10-
systems functioning of the
System musculo-skeletal, 40. 18.NFE.
1.3 Digestive System integumentary, Ang
1.4 Respiratory digestive, circulatory, Muscular
System excretory, respiratory, System
1.5 Circulatory and nervous systems (Unang
System Bahagi).
2001. pp.
1.6 Nervous System
15-25.
19. NFE. The
Skeletal
System.
2001. pp.
10-17.
20. NFE. Ang
Respiratory
System.
2001. pp.
315.
21. NFE. The
Nervous
System.
2001. pp.
326.
22. NFE. Ang
Reproductiv
e System.
2001. pp.
510.
23. NFE. The
K to 12 Science Curriculum Guide August 2016 Page 124of 285
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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

Urinary
The learners The learners should System.
I. Parts and Functions demonstrate be 2001. pp.
412.

K to 12 Science Curriculum Guide August 2016 Page 125of 285

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 K to 12 BASIC EDUCATION CURRICULUM
understanding of… able to… 1. BEAM 6. Unit
1.Human Body 2. explain how the different S6LT- 1. 2 The
Systems how the major organs make a chart showing organ systems work IIc-d-2 Nervous
1.1 Musculo-skeletal of the human body healthful habits that together; System. 1
1.2 Integumentary work together to form promote proper Message
organ systems functioning of the Sent. Module
System musculo-skeletal, 1. February
1.3 Digestive System integumentary, 2008.
1.4 Respiratory digestive, circulatory, 2. BEAM II. 4
System excretory, respiratory, Organ
1.5 Circulatory and nervous systems System.
System The
1.6 Nervous System Digestive
System. April
2009. pp.
2227.
3. BEAM II. 4
Organ
System.
Circulatory
System. June
2009.
4. APEX.
Biology Unit
4. pp. 77137.
5. BEAM 4. 2
People.
Human
Digestive
System.
Learning
Guides.
Break it
Down. May
2009.
6. BEAM 5. Unit

K to 12 Science Curriculum Guide August 2016 Page 126of 285

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
1. 2 The
The learners The learners should 2. explain how the different S6LTIIc- Human
I. Parts and Functions demonstrate be organ systems work d-2 Respiratory
understanding of… able to… together; System.
Learning
1.Human Body Guides.
Systems how the major organs make a chart showing
7. NFE.
1.1 Musculo-skeletal of the human body healthful habits that
Respiratory
work together to form promote proper
1.2 Integumentary System.
organ systems functioning of the
System April 2008.
1.3 Digestive System musculo-skeletal, 8. BEAM 5.
integumentary, Unit
1.4 Respiratory
digestive, circulatory, 1. 1 The
System
excretory, respiratory, Human
1.5 Circulatory
and nervous systems Reproductive
System
1.6 Nervous System System.
Learning
Guides.
Human
Reproductive
System.
March 2008.
9. MISOSA 5.
Module 6.
The Urinary
System.
10. MISOSA 5.
Module 4.
The
Respiratory
System.
11. NFE. Ang
Organ
System ng
Katawan ng
Tao. 2001.
pp. 35-39.

K to 12 Science Curriculum Guide August 2016 Page 128of 285

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CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

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

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CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM
1. BEAM 5. Unit Fresh Water
II. Ecosystems The learners The learners should 5. discuss the interactions S6MT- 2. 5 Aquarium with
demonstrate be able to… among living things and IIi-j-5 Vertebrates Stand
1.Interactions Among understanding of… nonliving things in and
Living Things form discussion groups tropical Invertebrates.
to tackle issues rainforests, coral reefs and Distance
the interactions for
2.Tropical rainforests involving mangrove swamps; and Learning
survival among living
2.1Coral reefs protection and Modules. DLP
and non-living things
2.2 Mangrove conservation of 18.
that take place in
swamps ecosystems that serve 2. BEAM 5. Unit
tropical rainforests,
as nurseries, breeding 2. 5
coral reefs,
places, and habitats Vertebrates
and mangrove swamps
for economically and
important Invertebrates.
plants and animals

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM
plants and animals
6. explain the need to S6MT- 1. MISOSA
protect and conserve IIi-j-6 5.
tropical rainforests, Module 11.
coral reefs and Saving the
mangrove swamps. Coral Reefs.
2. BEAM 5.
Unit
2. 5
Vertebrates
and
Invertebrate
s.
Distance
Learning
Modules.
DLP 18.
3. BEAM 5.
Unit 2. 5
Vertebrates
and
Invertebrate
s.
Distance
Learning

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
6. explain the need to Modules. DLP
II. Ecosystems The learners The learners should protect and conserve S6MT- 19.
demonstrate be tropical rainforests, IIi-j-6 4.Science 8
1.Interactions Among understanding of… able to… coral reefs and Learner’s
Living Things mangrove swamps. Module.
Campo, Pia
the interactions for form discussion groups
2.Tropical rainforests C., et al.
survival among living to tackle issues
2.1Coral reefs and non-living things involving 2013. pp.
2.2 Mangrove that take place in protection and 269-272.
swamps tropical rainforests, conservation of
coral reefs, ecosystems that serve
and mangrove swamps as nurseries, breeding
places, and habitats
for economically
important plants and
animals
Grade 6 – Force, Motion and Energy
THIRD QUARTER/THIRD GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

1. Gravitation and The learners The learners should The learners should be able S6FE- 1. EASE NSTIC SciKit
Frictional Forces demonstrate be to… IIIa-c-1 Physics. Mechanics:
understanding of… able to… Module 10. Friction
gravity and friction 1.infer how friction and 2. Science and Apparatus,
affect gravity affect movements Technology Hooked
produce an
movement of objects of IV: Physics Masses,
advertisement
demonstrates road different objects; Textbook for Spring
safety Fourth Year. Balances
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
85-91. *
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
9596.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

2.Energy The learners The learners should 2.demonstrate how sound, S6FE- 1.EASE 1. Alcohol
demonstrate be heat, light and electricity IIId-f-2 Physics. Lamp, glass,
2.1Energy understanding of… able to… can be Module 16. 150 ml.
transformation in transformed; 2.OHSP. Capacity
simple machines how energy is create a marketing Module 2. Electrici
transformed in simple strategy for a new 16. ty and
machines product Magnetism Kit:
3.BEAM IV. Unit
on electrical or light 3. And there a.2 pcs –
efficiency was Light. size D dry
Activities cell holder
3.1B and b.2 pcs – dry
3.4A. August cell, size D
2009. c. 6 pcs blue
4.BEAM IV. Unit connecting
wires with
4. 9 Electrical
alligator
Energy clip and
Generation. banana
Electrical plug
Energy.
d.1 pc –
September
knife
2008.
switch
5. BEAM 5. Unit e.3
5. 11 Electric
assembles
Circuits.
– socket
Distance
with bulb,
Learning terminal
Modules. DLP binding
35.
f. 100 g –
6. BEAM 5. Unit magnet
5. 11 Electric wire
Circuits. #20
Distance g.1 pc – iron
Learning core rod
Modules. DLP (10-12 mm
34. Øx
7. Science and 100mm)
K to 12 Science Curriculum Guide August 2016 TechnologyPage 138of 285
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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM

3.manipulate simple S6FE- 1. MISOSA 5.

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

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Technology I:
2.Energy The learners The learners should Integrated
demonstrate be 3.manipulate simple S6FE- Science
2.1Energy understanding of… able to… machines to describe IIIg-i-3 Textbook for
transformation in their First Year.
simple machines characteristics and uses; Villamil,
how energy is create a marketing
transformed in simple strategy for a new and Aurora M.,
machines product Ed.D.
on electrical or light 1998. pp. 78-
efficiency 82. *
6. Science for
Daily Use 5.
Tan,
Conchita T.
2012. pp.
178-201. *
7. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
53-64. *
8. NFE. Simple
Machines.
2001. pp.
425.

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 K to 12 BASIC EDUCATION CURRICULUM

4.demonstrate the practical S6FE- 1. MISOSA Pulley Set:

and safe uses of simple IIIc-j-4 5. a. 1 pc –
machines. Module 19. double
2. OHSP. pulley
Module b. 1 pc –
11. Lesson 3. single
3. EASE pulley
Physics.
Module 11.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Lesson 3.
2.Energy The learners The learners should 4.demonstrate the practical S6FE- 4. BEAM 5.
demonstrate be and safe uses of simple IIIc-j-4 Unit 5. 13
2.1Energy understanding of… able to… machines. Simple
transformation in Machines.
simple machines how energy is create a marketing Distance
transformed in simple strategy for a new Learning
machines product Modules. DLP
on electrical or light 40.
efficiency 5. Science
for Daily Use
5. Tan,
Conchita T.
2012. pp.
202-203. *
6. Science
and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
57-59. *
7. NFE.
Simple
Machines.
2001. pp.
2652.
Grade 6 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

1. Forces that affect The learners The learners should … The learners should be able S6ES- 1.MISOSA 6.
changes on the demonstrate design an emergency to… IVa-1 Module 30.
earth’s surface understanding of… and 2.OHSP
preparedness plan and Integrated
1.describe the changes on
the effects of kit Science.
1.1 Earthquakes the Earth’s surface as a
earthquakes and
1.2 Volcanic Eruption result of earthquakes and
volcanic eruptions
volcanic

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM
190. *

2.enumerate what to do S6ES- 1. OHSP

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Technology
2.Weather Patterns in The learners The learners should 3. describe the different S6ESIVc- I:
the demonstrate … seasons in the Philippines; 3 Integrated
Philippines understanding of… Science
2.1Weather design an emergency Textbook for
patterns and weather patterns and and First Year.
Seasons in the seasons in the preparedness plan and Villamil,
Philippines. Philippines Aurora M.,
kit
Ed.D. 1998.
pp. 209-210.
*
3. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
289-290.
4. Science and
Technology
I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
241-242. *

4.discuss appropriate S6ESIVd 1.BEAM 3. Unit

activities for specific -4 6. Learning
seasons of the Guide.
Philippines; Wearther we
like it or not.
Module 5.
K to 12 Science Curriculum Guide August 2016 Page 148of 285
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 K to 12 BASIC EDUCATION CURRICULUM
July 2007.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

K to 12 Science Curriculum Guide August 2016 Page 150of 285

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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

4.The Solar System The learners 6.compare the planets of the S6ES- 1. EASE Science Solar system
4.1Planets demonstrate solar system; and IVg-h-6 I. Module 15. model
understanding of… Lessons 1
characteristics of and
planets in the solar 3.
system. 2. MISOSA 5.
Module 26.
Outer Planet.
3. MISOSA 5.
Module 25.
Inner Planets.

1.Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 279-280.
*
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 K to 12 BASIC EDUCATION CURRICULUM
2.Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
251-252. *

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

The learners 3. Science and

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

K to 12 Science Curriculum Guide August 2016 Page 152of 285

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 K to 12 BASIC EDUCATION CURRICULUM
1. EASE
7.construct a model of the S6ES- Science I.
solar system showing the IVi-j-7 Module 15.
relative sizes of the Lesson 3.
planets and their relative 2. Science and
distances from the Sun. Technology
I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 279-281.
3. Science for
Daily Use 5.
Tan,
Conchita T.
2012. pp.
253-255.
4. Science and

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 7

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Grade 7 – Matter
FIRST QUARTER/FIRST GRADING PERIOD

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

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 K to 12 BASIC EDUCATION CURRICULUM

2. Diversity of Materials in The learners The learners 2.investigate properties of S7MT-Ic-2 1.EASE Science Osmosis
the Environment demonstrate an demonstrate an unsaturated or saturated II. Module 7. apparatus
understanding of: understanding of: solutions; 2.APEX
2.1Solutions Chemistry
some important prepare different Solutions. Unit
properties of concentrations of 2.
solutions mixtures according Chapter 1.
to uses and Lesson 1.
availability of 3.BEAM III. Unit
materials 3. 8
Demonstrate
Understanding of

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Solutions. The
2. Diversity of Materials in The learners The learners 2. investigate properties of S7MT-Ic-2 Marvels of
the Environment demonstrate an demonstrate an unsaturated or saturated Solutions.
understanding of: understanding of: solutions; Septermber
2.1Solutions 2009.
some important prepare different 4.Chemistry III
properties of concentrations of Textbook.
solutions mixtures according Mapa, Amelia
to uses and P., Ph.D., et al.
availability of 2001. pp.
materials 272-273. *
5.Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 114-119.
6.Science and
Technology III.
NISMED. 1997.
pp. 129-133.

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 K to 12 BASIC EDUCATION CURRICULUM
1. EASE Science
3.express concentrations S7MT-Id-3 II. Module 7. 1. Volumetric
of solutions 2. APEX flask, 250
quantitatively by Chemistry mL
preparing different Solutions. 2. Graduated
concentrations of Unit 2. cylinder,
mixtures according to Chapter 1. 100 mL
uses and Lessons 6-7. 3. Triple
availability of materials; 3. BEAM III. Unit beam
3. 8 balance
Demonstrate 4. Beaker
Understandin 5. Erlenmeyer
g of Solutions.
flask
The Marvels
of Solutions.
September
2009.
4. Chemistry III
Textbook.

CONTENT PERFORMANCE LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM
6. Science and
Technology
III.
NISMED.
1997. pp.
142-153.

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

5.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Technology
III: Chemistry
Textbook.
NISMED.
2012. pp. 34-
38.
6. Science and
Technology
III.
NISMED.
1997. pp. 30-
34.

2.3Elements and The learners The learners 5.recognize that substances are S7MT-Ig- EASE II. Electrolysis
Compounds demonstrate an demonstrate an classified into elements and h- Module 3. apparatus
understanding of: understanding of: compounds; 5 Lesson 3.
BEAM III. Unit Periodic table
classifying make a chart, 2. 6 of elements
substances as poster, or 1.
Demonstrate
elements or multimedia Understandin
compounds presentation of g of
common elements 2. Elements.
showing their Elements and
names, Compounds.
symbols, and uses August 2009.
EASE I.
Module 5.
Lesson 3.
Chemistry III
3. Textbook.
Mapa, Amelia
4. P., Ph.D., et
al. 2001. pp.
4549.
Science and
Technology
III: Chemistry
5. Textbook.
K to 12 Science Curriculum Guide August 2016 Page 159of 285
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 K to 12 BASIC EDUCATION CURRICULUM
NISMED.
2012.
pp. 52-56.
6. Science and

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Technology III.
NISMED.
1997.
pp. 42-52.

2.4Acids and Bases The learners The learners 6.investigate properties of S7MT-Ii-6 1. BEAM III. 1. beaker,
demonstrate an demonstrate an acidic and basic mixtures Module 3. 250 mL
understanding of: understanding of: using natural indicators; and Lesson 3. 2. Erlenmey
2. NSTIC Science er
the common properly interpret Manual. flask
properties of product labels of Biology 3. medicine
acidic acidic and basic Science Manual droppers
and basic mixture, and 413. 1.d Acids 4. pH meter
mixtures practice safe ways and Bases.
of handling acids 5. pH paper
3. NSTIC Science 6. test tubes
and bases using
Manual. 7. vials
protective clothing
Chemistry
and safety gear 8. volumetri
Science
c flask,
Manual. pp. 34-
39. 250 mL
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp.
51-52. *
5. Science and
Technology
III: Chemistry

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 K to 12 BASIC EDUCATION CURRICULUM
Textbook.
NISMED. 2012.
pp. 62-65.
2.5Metals and Non- The learners 7.describe some properties of S7MT-Ij-7 1. APEX. Phases Electrical
metals demonstrate an metals and non-metals of Matter. Unit conductivity
understanding of: such as luster, 1. Chapter 2. apparatus
malleability, ductility, and 2. EASE II.
properties of conductivity. Module II. Improvised
metals and Lesson 3. thermal
nonmetals 3. EASE I. conductivity
Module 5. pp. apparatus
16-18 and 23.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
4. Science and
Technology
III.
NISMED.
1997. pp. 48-
51.
Grade 7 – Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD
1.
I.Parts and Functions The learners The learners The learners should be able S7LT-IIa-1 BEAM II. 1 Compound
demonstrate an should be able to: to… Nature of microscope
1. Microscopy understanding of: Biology. Tools
employ 1.identify parts of the in Biology.
the parts and appropriate microscope and their April 2009.
functions of the techniques using functions; 2. pp. 2137.

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 K to 12 BASIC EDUCATION CURRICULUM
compound the compound 3. NSTIC Science
microscope microscope to 2.focus specimens using the S7LT-IIb-2 Manual.
gather data about compound microscope; Biology
very small objects Science
Manual 413M.
27b
4. Microscope.
NSTIC Science
Manual.
Biology
Science
Manual
5. 413M. 4 The
Compound
Microscope.
Science and
Technology II:
Biology
Textbook.
NISMED.
2012. pp. 12-
15.
Science and
Technology II:
Biology
Textbook.
NISMED.
2004. pp. 12-
15.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
EASE Biology.
2. Levels of Biological The learners 3.describe the different levels S7LT-IIc-3 dule 6.
Organization demonstrate an of biological organization Mo
understanding of: from cell to biosphere;
The learners
the different should be able to:
levels of biological
organization employ
appropriate 1.
3. Animal and Plant Cells The learners techniques using 4.differentiate plant and animal S7LT-IId-4 Science and
demonstrate an the compound cells according to presence Technology II:
understanding of: microscope to or Biology
gather data about absence of certain Textbook.
the difference very small objects organelles; NISMED.
between animal 2. 2012. pp. 22-
and plant cells 28.
Science and
Technology II:
Biology
Textbook.
NISMED.
2004. pp. 22-
28.
1.
5.explain why the cell is S7LT-IIe-5 APEX. Unit
considered the basic 2. The Unit
structural and functional 2. Cycle of
unit of all organisms; Life.
BEAM II.
Module 2. The
Basic Units of
Life.
3. EASE Biology.
Module 2.

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 K to 12 BASIC EDUCATION CURRICULUM
4. Science and
Technology II:
Biology
Textbook.
NISMED.
2012. pp. 21-
22.

CONTENT PERFORMANCE LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM
1.
II. Heredity: Inheritance The learners 7.differentiate asexual from S7LT-IIg-7 APEX Biology.
and Variation demonstrate an sexual reproduction in Unit 5. Life
understanding of: terms of: 2. Reproduction.
1. Asexual reproduction 7. 1 number of individuals BEAM II. Unit
2. Sexual reproduction reproduction involved; 1. Different
being both 7. 2 similarities of offspring Life Process.
asexual or to parents; Process of
sexual Life. April
2009.
3. BEAM II. Unit
5.
Reproduction.
Cell Growth
and
Reproduction.
April 2009.
4. EASE Biology.
Module 12.
Lesson 3.
5. Science and

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Technology II:
II. Heredity: Inheritance The learners The learners 7.differentiate asexual from S7LT-IIg-7 Biology
and Variation demonstrate an should be able to: sexual reproduction in Textbook.
understanding of: terms of: NISMED. 2012.
1. Asexual reproduction employ 7. 1 number of individuals pp. 139-142.
2. Sexual reproduction reproduction appropriate involved; 6.Science and
being both techniques using 7. 2 similarities of offspring Technology II:
asexual or the compound to parents; Biology
sexual microscope to Textbook.
gather data about NISMED. 2004.
pp. 139-142.

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 K to 12 BASIC EDUCATION CURRICULUM
very small objects
8.describe the process of S7LT-IIg-8 1. MISOSA 5.
fertilization; Module 3.
2. BEAM 5. Unit
1. 1
The Human
Reproductive
System.
Distance
Learning
Modules. DLP2.
3. BEAM 4. Unit
4. Distance
Learning
Modules.
DLP31.
4. MISOSA 4.
Module 6.
5. APEX. Biology
Unit 5.
6. Science for
Daily Use 4.
Lozada,
Buena A., et al.
2011. pp. 76-
78.
*
7. Science for
Daily
Use 5. Tan,
Conchita T.
2012.
pp. 6-10. *
8. Science and

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
K to 12 Science Curriculum Guide August 2016 Page 166of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Technology II:
II. Heredity: Inheritance The learners The learners 8.describe the process of S7LT-IIg-8 Biology
and Variation demonstrate an should be able to: fertilization; Textbook.
understanding of: NISMED. 2012.
1. Asexual reproduction employ pp. 153-157.
2. Sexual reproduction reproduction appropriate 9.Science and
being both techniques using Technology II:
asexual or the compound Biology
sexual microscope to Textbook.
gather data about NISMED. 2004.
very small objects pp. 153-157.

I.Ecosystems The learners The learners 9.differentiate biotic from S7LT-IIh-9 1. BEAM I. Unit 5.
demonstrate an should be able to: abiotic components of an 1 Living Things
1. Components of an understanding of: ecosystem; and
ecosystem conduct a Their
2. Ecological organisms collaborative Interactions.
relationships interacting with action to June 2009.
each other and preserve the 2. EASE I. Module
2.1Symbiotic
with their ecosystem in the 9.
relationships
environment to locality 3. MISOSA 6.
2.2Non symbiotic
survive Components of
relationships
3. Transfer of energy an Ecosystem.
through trophic levels 4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
p. 222. *

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

ecological relationships Interrelationshi
found in an p among
K to 12 Science Curriculum Guide August 2016 Page 167of 285
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 K to 12 BASIC EDUCATION CURRICULUM
ecosystem; Organisms.
2. BEAM I. Unit 5.
1 Living Things
and

CONTENT PERFORMANCE LEARNING SCIENCE

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

11.predict the effect of changes MISOSA 6. Module

in one population on other 11.
S7LT-IIi-11
populations in the
ecosystem; and
1. MISOSA 6.
Components
12.predict the effect of changes
of an
in abiotic factors on the S7LT-IIj-12 Ecosystem.
ecosystem. 2. EASE I.
Module 9.
K to 12 Science Curriculum Guide August 2016 Page 168of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Grade 7 – Force, Motion and, Energy
THIRD QUARTER/THIRD GRADING PERIOD

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

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
2. Motion Detectors 3. EASE Stopwatch
Physics. Module (digital);
I. Motion in One The learners The learners shall The learners should be able S7FE-IIIa1 10. CartRail
Dimension demonstrate an be able to: to… 4. Science System;
understanding of: and Technology Motorized
1. Descriptors of Motion conduct a forum on 1.describe the motion of an I: Cart; Free-Fall
1.1 Distance or motion in one mitigation and Integrated Apparatus;
object in terms of distance
Displacement dimension disaster risk Science Meter Stick;
or displacement, speed or
1.2 Speed or Velocity reduction Textbook for Magnetic
velocity, and acceleration;
1.4Acceleration First Year. Compass;
Villamil, Aurora Ticker Timer
M., Ed.D. 1998. Set
2. Motion Detectors
pp. 73-74. *
5. Science
and Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 50-
K to 12 Science Curriculum Guide August 2016 Page 169of 285
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 K to 12 BASIC EDUCATION CURRICULUM
61. *

2.differentiate quantities in S7FE-IIIa- Science and

terms of magnitude and 2 Technology IV:
direction; Pysics Textbook.
NISMED. 2012. p.
258.

3.create and interpret visual S7FE-IIIb- Science and

representation of the motion 3 Technology IV:
of objects such as tape Physics Textbook.
charts and motion graphs; NISMED. 2012. p.
285.
1.OHSP. Module
II. Waves The learners 4. infer that waves carry S7LT-IIIc4 15.
demonstrate an energy; 2.EASE Physics.
1. Types of Waves understanding of: Module 15.
2. Characteristics of 3.Science and
Waves waves as a Technology IV:
2.1 Amplitude carriers of energy Physics
2.2 Wavelength Textbook for
Fourth Year.

CONTENT PERFORMANCE LEARNING SCIENCE

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

K to 12 Science Curriculum Guide August 2016 Page 170of 285

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 K to 12 BASIC EDUCATION CURRICULUM
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 202-
203.

6. relate the characteristics of S7LT-IIId6 1.OHSP. Module

waves; 15.
2.EASE Physics.
Module 15.
3.Science and
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001.
pp. 198-200. *

III. Sound The learners 7.describe the characteristics of S7LT-IIId7 1. EASE Physics.
demonstrate an sound using the concepts of Module 16.
1. Characteristics of understanding of: wavelength, velocity, and 2. OHSP. Module
sound amplitude; 16.
1.1.Pitch the characteristics 3. Science and
1.2 Loudness of sound Technology IV:
1.3 Quality Physics
Textbook.
NISMED. 2012.
pp. 371-372.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 171of 285

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 K to 12 BASIC EDUCATION CURRICULUM
1. EASE Physics.
III. Sound The learners 8.explain sound production in S7LT-IIIe- Module 16.
demonstrate an The learners shall the human voice box, and 8 2. OHSP. Module
1. Characteristics of understanding of: be able to: how pitch, loudness, and 16.
sound quality of sound vary from one 3. Science and
1.1.Pitch the characteristics conduct a forum on person to another; Technology IV:
1.2 Loudness of sound mitigation and Physics
1.3 Quality disaster risk Textbook.
reduction NISMED. 2012.
pp. 372-375.

9. describe how organisms S7LT-IIIe- 1. EASE Physics.

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

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 K to 12 BASIC EDUCATION CURRICULUM
1. EASE Physics.
11.infer that light travels in a S7LT-IIIg11 Module 3.
straight line; 2. Science and
Technology IV:

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Physics
Textbook for
IV. Light The learners The learners shall Fourth Year.
1. Characteristics of Light demonstrate an be able to: Rabago, Lilia
1.1 Intensity or understanding of: M., Ph.D., et al.
Brightness suggest proper 2001. P. 236.*
1.2 Color the lighting in various
characteristics of activities
light

V. Heat The learners 12. infer the conditions S7LT-IIIhi- 1.MISOSA 4. Heat
1. Heat Transfer demonstrate an necessary for heat transfer 12 Methods of conduction
1.1 Conduction understanding of: to occur; Heat Transfer. metals
1.2 Convection 2.Science and (different
1.3 Radiation how heat is Technology I: metals)
transferred Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
P. 97. *
3.Science and
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. P. 187. *
K to 12 Science Curriculum Guide August 2016 Page 173of 285
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 K to 12 BASIC EDUCATION CURRICULUM

VI. Electricity The learners 13. describe the different types S7LT-IIIj- 1.EASE Physics.
1. Charges demonstrate an of charging processes; and 13 Module 6.
2. Charging processes understanding of: Lesson 2.
2.Science and
charges and the Technology IV:
different charging Physics
processes Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
P. 290. *

VI. Electricity The learners The learners shall

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

Grade 7 – Earth and Space

FOURTH QUARTER/FOURTH GRADING PERIOD

1.The Philippine The learners The learners shall The learners should be able S7ES-IVa- EASE 1. Module Ordinary
Environment demonstrate an be able to: to… 1 14. globe/terestri
understanding of: al globe
1.1 Location of the analyze the 1. demonstrate how places on
Philippines using a the relation of advantage of the Earth may be located using
coordinate system geographical location of the a coordinate system;
1.2. Location of the location of the Philippines in
Philippines with Philippines to its relation to the
climate, weather,
K to 12 Science Curriculum Guide August 2016 Page 174of 285
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 K to 12 BASIC EDUCATION CURRICULUM
respect to landmasses environment and 2. describe the location of the S7ES-IVa-
and bodies of water seasons Philippines with respect to 2
1.3. Protection and the continents and oceans
conservation of of the world;
natural resources

3. recognize that soil, water, S7ES-IVb3 EASE Science I.

rocks, coal, and other fossil Module 11.
fuels are Earth materials
that
people use as resources;

4. describe ways of using S7ES-IVc- 1. EASE Science

Earth’s resources 4 I. Module 11.
sustainably; 2. Science and
Technology I:
Integrated

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
Pp. 146-150. *
The learners shall
2.Interactions in the The learners be able to: 5. discuss how energy from the S7ES-IVd5 1. EASE Science I.
Atmosphere demonstrate an Sun interacts with the Module 14.
2.1. Greenhouse effect and understanding of: analyze the layers 2. Science and
global warming advantage of the of the atmosphere; Technology I:
2.3. Land and sea breezes the different location of the Integrated
2.4. Monsoons phenomena that Philippines in Science
2.5. Intertropical occur in the relation to the Textbook.

K to 12 Science Curriculum Guide August 2016 Page 175of 285

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 K to 12 BASIC EDUCATION CURRICULUM
convergence zone atmosphere NISMED. 2012.
pp. 310-311.

6. explain how some human S7ES-IVe- 1.EASE Science I.

activities affect the 6 Module 14.
atmosphere ; Lesson 4.
2.BEAM I. 8
Changes in the
Atmosphere.
Learning
Guides. Point
and Nonpoint.
September
2009.
3.Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 301-311.
7. account for the occurrence Science and
of land and sea breezes, Technology I:
monsoons, and Integrated
S7ES-IVf-7
intertropical convergence Science
zone (ITCZ) Textbook.
NISMED.

CONTENT PERFORMANCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
2012. pp. 296-
299.

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 K to 12 BASIC EDUCATION CURRICULUM
2.Interactions in the The learners The learners shall
Atmosphere demonstrate an be able to: 8. describe the effects of S7ES-IVg- MISOSA 5.
2.1. Greenhouse effect and understanding of: certain weather systems in 8 Module
global warming analyze the the 24.
2.3. Land and sea breezes the different advantage of the Philippines;
2.4. Monsoons phenomena that location of the
2.5. Intertropical occur in the Philippines in
convergence zone atmosphere relation to the
climate, weather,
and seasons

3. Seasons in the The learners 9. using models, relate: S7ES-IVh9 1. Science and
Philippines demonstrate an 9.1 the tilt of the Technology I:
3.1.Relation of seasons to understanding of: Earth to the length of Integrated
the position of the Sun daytime; Science
in the sky the relationship 9.2 the length of Textbook.
3.2.Causes of seasons in of the seasons daytime to the amount of NISMED. 2012.
the Philippines and the energy received; pp. 308-310.
position of the 9.3 the position of the
Sun in the sky Earth in its orbit to the 2. Science and
height of the Sun in the Technology I:
sky; Integrated
9.4 the height of the Science
Sun in the sky to the Textbook.
amount of energy NISMED. 2012.
received; pp. 287-289.
9.5 the latitude of an
area to the amount of
energy the area receives;
10. show what causes change S7ES- Science and
in the seasons in the IVi10 Technology I:
Philippines using models; Integrated
Science
Textbook.
NISMED.
2012. pp. 287-
290.

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 K to 12 BASIC EDUCATION CURRICULUM
4. Eclipses The learners 11. explain how solar and lunar S7ES- 1. BEAM 4. 11 1. Flashlight
4.1.Solar Eclipse demonstrate an eclipses occur; and IVj11 Solar and Lunar 2. Ordinary
4.2.Lunar Eclipse understanding of: Eclipse. globe
Distance 3. Sun-
the occurrence of Learning earthmoon
Module. model
DLP 66.

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 8

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 8 – Force, Motion, and Energy
FIRST QUARTER/FIRST GRADING PERIOD

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

1. Laws of Motion The learners The learners shall

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

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 K to 12 BASIC EDUCATION CURRICULUM
1. EASE
3. demonstrate how a S8FE-Ib- Physics.
body responds to 17 Module 10.
changes in motion; Lesson 3.
2. Science and
Technology
IV: Physics

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

4. relate the laws of S8FE-Ib- 1. EASE

motion to bodies in 18 Physics.
uniform circular Module 9.
motion; 2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
58-61. *
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
1718.

5. infer that circular S8FE-Ib- 1. EASE

motion requires the 19 Physics.
application of Module 9.
constant force 2. Science and
directed toward the Technology

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM
1. EASE
2. Work Power and Energy The learners 6. identify situations in S8FE-Ic- Physics.
demonstrate an which work is done 20 Module 11.
understanding of: and in which no work Lesson 2.
is done; pp. 5-8.
work using constant 2. Science and
force, power, Technology
gravitational potential IV: Physics
energy, kinetic Textbook for
energy, and elastic Fourth Year.
potential Rabago, Lilia
energy M., Ph.D., et
al. 2001. Pp.
162-166. *
3. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. Pp.
309-310.
4.Science 8
Learner’s
Module.
Campo, Pia

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
C., et al.
2013. Pp.
2124.

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 K to 12 BASIC EDUCATION CURRICULUM
The learners shall
2. Work Power and Energy The learners be able to: 7. describe how work is S8FE-Ic-21 1. EASE
demonstrate an related to power and Physics.
understanding of: develop a written energy; Module 11.
plan and implement Lesson 3.
work using constant a pp. 33-34.
force, power, “Newton’s 2. Science and
gravitational potential Olympics” Technology
energy, kinetic IV: Physics
energy, and elastic Textbook for
potential Fourth Year.
energy Rabago, Lilia
M., Ph.D., et
al. 2001. Pp.
166-169. *
3. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
316317.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
25-26.

8. differentiate potential S8FE-Id-22 1.BEAM IV.

and kinetic energy; Unit 1.
2.EASE
Science
1. Module 8.
Lesson 3.
3.OHSP
K to 12 Science Curriculum Guide August 2016 Page 185of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Module.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM

9. relate speed and S8FE-Id- 1.Science and

position of object to 23 Technology
the amount of IV: Physics
energy possessed by Textbook for
a body; Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
175-181. *
2.Science and
Technology

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 188of 285

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

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 K to 12 BASIC EDUCATION CURRICULUM
C., et al.
2013. p. 91.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
III:
4. Light The learners The learners shall 14. explain that red is Chemistry
demonstrate an be able to: the least bent and S8FE-If-28 Textbook for
understanding of: violet the most bent Third Year.
discuss phenomena according to their Mapa,
some properties and such as blue sky, Amelia P.,
wavelengths or
characteristics of rainbow, and red Ph.D., et al.
frequencies; 1999. pp.
visible sunset using the
light concept of 67-69. *
wavelength 4.Science 8
and frequency Learner’s
of visible light Module.
Campo, Pia
C., et al.
2013. pp.
98105.
1. EASE
5. Heat heat and 15. differentiate S8FE-Ig- Physics. Thermometer
temperature, and the between heat and 29 Module 13.
effects of heat on the temperature at the 2. Science 8
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 K to 12 BASIC EDUCATION CURRICULUM
body molecular level; Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
3738.

6. Electricity current- 16. infer the relationship S8FE-Ih- 1. Science and 1. Dry cell
voltageresistance between current and 30 Technology holders
relationship, charge; IV: Physics 2. Multi-meter
electric power, Textbook for resistor
electric Fourth Year. 3. Switch
energy, and home Rabago, Lilia 4. Wire
circuitry M., Ph.D., et connectors
al. 2001. pp.
290-293. *
2. Science and
Technology
IV: Physics
Textbook.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
NISMED.
6. Electricity The learners The learners shall 16. infer the relationship S8FE-Ih- 2012. pp.
demonstrate an be able to: between current and 30 142-143.
understanding of: charge; 3.Science 8
discuss phenomena Learner’s
current- such as blue sky, Module.
voltageresistance rainbow, and red Campo, Pia
relationship, sunset using the C., et al.
electric power, concept of 2013. pp.
electric wavelength 5455.

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 K to 12 BASIC EDUCATION CURRICULUM
energy, and home and frequency of
circuitry visible light 17. explain the S8FE-li-31 1. EASE 1. DC
advantages and Physics. Ammeter
disadvantages of Module 7. 2. DC
series and parallel Lesson 2. Voltmeter
connections in 2. Science and 3. Dry Cell Size
homes; Technology D, 1.5 volts
IV: Physics 4. Dry Cell, 9
Textbook. volts
NISMED. 5. Dry Cell
2012. pp. Holder Size
156-160. D ( 1set= 4
3. Science 8 pcs)
Learner’s 6. Miniature
Module. Light Bulb
Campo, Pia
(1 set = 3
C., et al.
pcs)
2013. pp. 7.Miniature
6163. Light Bulb
Base ( 1set =
3 pcs)
8. Set of
Connectors
( 1 set = 3-
red, 3-
black, 2-
white, 2-
blue)
9. Switches,
Knife Type

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 193of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

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

19. explain the S8FE-li-33 1. EASE 1.Galvanomete

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 8 – Earth and Space
SECOND QUARTER/ SECOND GRADING PERIOD

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

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 K to 12 BASIC EDUCATION CURRICULUM
2. differentiate the S8ES-IIa15 1.MISOSA 6. Seismograph
2.1epicenter of an Module 28. model
earthquake from 2.Science and
its focus; Technology
2.2intensity of an I:
earthquake from Integrated
its magnitude; Science
2.3active and Textbook.
inactive faults; NISMED.
2012. pp.
193-196.
3.Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
125-132.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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

K to 12 Science Curriculum Guide August 2016 Page 196of 285

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 K to 12 BASIC EDUCATION CURRICULUM
epicenter active
1.5 Earthquake intensity and faults in the 4.explain how S8ES-IIc- Science 8
magnitude community earthquake waves 17 Learner’s
1.6 Earthquake preparedness provide information Module.
1.7 How earthquake waves 2. make an about the interior of Campo,
provide information about emergency plan the earth Pia C., et al.
the interior of the Earth and prepare an 2013. pp.
emergency kit for 135136.
use at home and
in school

2. Understanding Typhoons the formation of 1. demonstrate 5.explain how typhoons S8ES- 1. BEAM 5. Unit
2.1 How typhoons develop typhoons and their precautionary develop; IId18 6. 18
2.2 Why the Philippines is movement within the measures before, Tropical
prone to typhoons PAR during, and after Cyclones.
2.3 How landforms and a typhoon, Learning
bodies of water affect including Guides.
typhoons within the following Tropical
Philippine Area of advisories, storm Cyclones.
Responsibility (PAR) signals, and calls Septermber
for evacuation 2008.
given by 2. Science and
government Technology
agencies in I:
charge Integrated
Science
Textbook.
NISMED.
2012. pp.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 197of 285

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 K to 12 BASIC EDUCATION CURRICULUM
2. Understanding Typhoons The learners 1. demonstrate S8ES-IId18 285-287.
2.1 How typhoons develop demonstrate an precautionary 3. Sciene 8
2.2 Why the Philippines is understanding of: measures before, Learner’s
prone to typhoons during, and after Module.
2.3 How landforms and the formation of a typhoon, Campo, Pia
bodies of water affect typhoons and their including C., et al.
typhoons within the movement within the following 2013. pp.
Philippine Area of PAR advisories, storm 138-139.
Responsibility (PAR) signals, and calls
4. Science and
for evacuation
Technology
given by
I:
government
Integrated
agencies in charge
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 207-208.

6.
infer why the S8ES-IId19 1. Science and
Philippines Technology
is prone to typhoons; I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
p.
207. *
2. Science adn
Technology
I:
Integrated
Science
K to 12 Science Curriculum Guide August 2016 Page 198of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Textbook.
NISMED.
2012. pp.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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

activities that landmasses and 20 Learner’s
lessen the risks bodies of water affect Module.
brought by typhoons; Campo,
typhoons Pia C., et al.
2013. pp.
142144.

8.trace the path of S8ES-IIf- Science 8

typhoons that enter 21 Learner’s
the Module.
Philippine Area of Campo,
Responsibility (PAR) Pia C., et al.
using a map and 2013. pp.
tracking data; 139142.
K to 12 Science Curriculum Guide August 2016 Page 199of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM

3. Other members of the characteristics of discuss whether or 9.compare and S8ES-IIg22 1. BEAM 3.
Solar comets, meteors, and not beliefs and contrast comets, Unit 6. DLP
System asteroids practices about meteors, and 54.
3.1 Comets comets and meteors asteroids; 2. MISOSA 5,
3.2 Meteors have scientific basis Module 27.
3.3 Asteroids 3. Science and
Technology
I:
Integrated
Science
Textbook for

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
First Year.
3. Other members of the The learners discuss whether or S8ES-IIg- Villamil,
Solar demonstrate an not beliefs and 22 Aurora M.,
System understanding of: practices about Ed.D. 1998.
3.1 Comets comets and meteors pp. 281-
characteristics of have scientific basis 283.
3.2 Meteors
comets, meteors, and *
3.3 Asteroids
asteroids 4. Science
and
Technolog
y I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
339-340.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.

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 K to 12 BASIC EDUCATION CURRICULUM
2013.
pp.156-164.

10.predict the S8ES- 1. BEAM 3.

appearance of IIh23 Unit 6. DLP
comets based on 54.
recorded data of 2. MISOSA 5.
previous Module 27.
appearances; and 3. Science and
Technology
I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 282-283.
4. Science and

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

K to 12 Science Curriculum Guide August 2016 Page 201of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
2013. pp.
156-158.

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

occurrence of meteor 24 Technology
showers I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
p.
281. *

2.Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. p.
163.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 8 – Matter
THIRD QUARTER/THIRD GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

2. explain physical S8MT- 1. Chemistry III

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Makeover. 4. Improvised
2. Atomic Structure The learners 3. determine the number S8MT-IIIef- Intro to Subshells
demonstrate an of protons, neutrons, and 10 Chemistry. Model
2.1 Protons understanding of: electrons in a particular August
2.2 Neutrons atom; 2009.
2.3 Electrons the identity of a 3. Science
substance according and
to Technolog
its atomic structure y III.
NISMED.
1997. pp.
220-221.
4. Chemistry
III
Textbook.
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
58-64. *
5. Science 8

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 K to 12 BASIC EDUCATION CURRICULUM
Learner’s
Module.
Campo,
Pia
C., et al.
2013. pp.
203-205.
3. Periodic Table (PT) of 1. EASE
Elements the periodic table of 4. trace the development S8MT- Science II.
elements as an of the periodic table IIIgh-11 Module 11.
3.1 Development of the PT organizing tool to from observations Lesson 1.
3.2 Arrangement of elements determine the based on similarities 2. Chemistry
3.3 Reactive and nonreactive chemical in properties III
metals properties of of elements; and Textbook.
elements Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
86-88. *
3. Science
and
Technology
III. NISMED.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 206of 285

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 K to 12 BASIC EDUCATION CURRICULUM
4. 1997. pp.
3. Periodic Table (PT) of The learners 4. trace the development S8MT-IIIgh- 237-245.
Elements demonstrate an of the periodic table 11 Science
understanding of: from observations and
3.1 Development of the PT based on similarities Technology
3.2 Arrangement of elements the periodic table of in properties of I:
3.3 Reactive and nonreactive elements as an elements; and Integrated
metals organizing tool to
Science
determine the
Textbook
chemical
properties of for First
elements Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 52-53. *
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
211-212.

1.
5. use the periodic table S8MT-IIIij- EASE Periodic Table
to predict the 12 Science II. of
chemical behaviour of Module 11. Elements
an element. 2. Lesson 2.
Chemistry Improvised
III Periodic Table
Textbook. Blocks
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
3. 90-91.
Science
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 K to 12 BASIC EDUCATION CURRICULUM
and
Technology
III. NISMED.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

Grade 8 – Living Things and Their Environment

FOURTH QUARTER/ FOURTH GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM
1.
1. Structures and Functions: The learners The learners should The learners should be S8LT-IVa- EASE Human Torso
Focus on the Digestive demonstrate an be able to: able to… 13 Biology. Model
System understanding of: Module 1.
present an analysis 1. explain ingestion, 2. Lesson 1.
1.1 Organs of the digestive 1. the digestive of the data gathered absorption, Science
system and their system and its on diseases resulting assimilation, and and
interaction with organs of interaction with the from excretion; Technology
the respiratory, circulatory, nutrient deficiency
II: Biology
circulatory, and respiratory, and Textbook.
excretory systems excretory systems NISMED.
in providing the 2012. pp.
1.2 Changes in food as it body with nutrients 99;
undergoes physical and for energy 109110.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
chemical digestion The learners should 2. explain how diseases S8LT- 3. BEAM 4.
2. diseases that result be able to: of the digestive IVb14 Unit 2.
1.3 Diseases resulting from from nutrient system are prevented, Distance
nutrient deficiency and deficiency and present an analysis detected, and treated; Learning
ingestion of harmful ingestion of of the data gathered Modules.
substances harmful on diseases resulting DLP 16.
substances, and from 4. Science for
1.4 Prevention, detection, their prevention nutrient deficiency Daily Use 4.
and treatment of diseases and
Lozada,
of the digestive system treatment
Buena A.,
et al. 2011.
pp. 35-36. *
3. identify healthful S8LT- 1. Science for
practices that affect IVc15 Daily Use 4.
the digestive system; Lozada,
Buena A.,
et al. 2011.
p.
34. *

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 K to 12 BASIC EDUCATION CURRICULUM
2. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
308-313.
2. Heredity: Inheritance and The learners The learners should 4. compare mitosis and S8LT- 1. EASE 1. Meiosis
Variation of Traits demonstrate an be able to: meiosis, and their role IVd16 Biology. model
understanding of: in Module 12. 2. Mitosis
2.1 Stages of mitosis present an analysis the cell-division cycle; Lessons 1 model
2.2 Stages of meiosis 1. how cells divide to of the data gathered and 2.
2.3 Mendelian Genetics produce new cells on diseases resulting 2. BEAM II.
2. meiosis as one of from Unit 5.
the processes nutrient deficiency Learning
producing genetic Guide.
variations of the report on the Reproducti
Mendelian Pattern importance of o n. Cell
of variation in plant Growth and
Inheritance
and animal breeding

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
3. Reproducti
2. Heredity: Inheritance and The learners The learners should 4. compare mitosis and S8LT-IVd- o n. April
Variation of Traits demonstrate an be able to: meiosis, and their role 16 2009.
understanding of: in the cell-division Science
2.1 Stages of mitosis report on the cycle; and
2.2 Stages of meiosis 1. how cells divide to importance of Technology
2.3 Mendelian Genetics produce new cells variation in plant II: Biology
2. meiosis as one of and animal breeding 4. Textbook.
the processes NISMED.
producing genetic 2012. pp.
variations of the 132-133.
Mendelian Pattern Science
of and
Inheritance
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
132-133.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
321-326.

5. explain the S8LT- EASE Meiosis Model

significance of meiosis IVe17 Biology.
in maintaining the Module 12.
chromosome number; Lesson 2.
Science
and
1. Technology
II: Biology
Textbook.
NISMED.
2.
K to 12 Science Curriculum Guide August 2016 Page 211of 285
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 K to 12 BASIC EDUCATION CURRICULUM
2012. pp.
133-134.
Science
3. and

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. Pp.
K to 12 Science Curriculum Guide August 2016 Page 212of 285
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 K to 12 BASIC EDUCATION CURRICULUM
188-189.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. P.
334.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM

9. explain the advantage S8LT- 1. Science and

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
et al. 2013. p.
266.

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 K to 12 BASIC EDUCATION CURRICULUM

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

11. analyze the roles of EASE Science I.

S8LT-
organisms in the Module 10.
IVi23
cycling of materials; Lesson 3.

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

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 9

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 9 – Living Things and Their Environment
FIRST QUARTER/ FIRST GRADING PERIOD

1. Respiratory and The learners The learners should The learners should be S9LT-la-b- 1. BEAM II. 4 Human torso
Circulatory Systems demonstrate an be able to: able to… 26 Organ model
Working with the other understanding of: Systems.
Organ Systems conduct an 1. explain how the Circulatory
1. how the different information respiratory and System. June
structures of the dissemination circulatory systems 2008.
circulatory and activity on effective work together to 2. EASE
respiratory systems ways of taking care transport nutrients, Biology.
work together to of the respiratory gases, and other Module 11.
transport oxygen- and circulatory molecules to and from Lessons 2
rich blood and systems based on the different parts of and 3.
nutrients to the data gathered from the body; 3. NFE. Ang
different parts the school or local Respiratory
of the body health System.
workers 2001. pp. 3-
2. the prevention, 5.
detection, and
treatment of
diseases 2. infer how one’s S9LT-lc-27 1. APEX.
affecting the lifestyle can affect the Biology Unit
circulatory and functioning of 4.
respiratory systems respiratory and Lessons 11
circulatory systems; and 12.
2. NFE. Ang
Respiratory
System.
2001.
pp. 16-24.
K to 12 Science Curriculum Guide August 2016 Page 217of 285
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 K to 12 BASIC EDUCATION CURRICULUM
3. Science for
Daily Use 5.
Tan,
Conchita T.
2012. pp.
34-35 and
3839. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM
4. explain the different S9LT-Id- 1.EASE
patterns of non- 29 Biology.
Mendelian inheritance Module 14.
; Lesson 3.
2.Science and
Technology:
Biology
Textbook.
NISMED.
2012. pp.
179-182.
3.Science and
Technology
II: Biology
Textbook.
NISMED.
2004. PP.
179-182.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

4. Ecosystems The learners The learners should 6. differentiate basic S9LT-lg- 1.BEAM 1. Beaker
demonstrate an be able to: features and j31 Learning 2. Funnel
4.1Flow of Energy and understanding of: importance of Guide 3. Test tube
Matter in Ecosystems design and conduct photosynthesis and Biology 4. Thermomete
1. the structure and an investigation to respiration. Food for Life r
4.1.1 Photosynthesis function of plant provide evidence 2.BEAM 5. Tripod
4.1.2 Respiration parts and that plants can
Learning 6. Alcohol lamp
organelles involved manufacture their
in own food Guide 7. Wire gauze
photosynthesis Biology 8. Test tube
Creating rack
2. the structure and Energy for 9. pH paper
function of Life
mitochondrion as 3.EASEBiology
the main organelle Module 4
involved in Photosynthes
respiration is
4.EASE Biology
Module 5
Cellular
Respiration
5.APEXBiology
Unit 3 Life
Energy
6.Science for
Daily Use 5.
Tan,
Conchita T.
2012. pp.
96-99. *
7.Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp. 58-
66 and 70-
K to 12 Science Curriculum Guide August 2016 Page 221of 285
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 K to 12 BASIC EDUCATION CURRICULUM
72.
8.Science and
Technology
II: Biology

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

2. the structure and

function of
mitochondrion as
the main organelle
involved in
respiration

Grade 9 – Matter
SECOND QUARTER/SECOND GRADING PERIOD

1. Electronic Structure of The learners The learners should be

Matter demonstrate an able to:
understanding of…
1.describe how the Bohr S9MT-IIa-
the development of model of the atom 21
atomic models that improved Rutherford’s
led to the description atomic model

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 K to 12 BASIC EDUCATION CURRICULUM
of the behavior of
electrons within 2. explain how the S9MT-IIa-
atoms Quantum Mechanical 22
Model of the atom
describes the energies
and positions of the
electrons

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

1. Chemical Bonding The learners The learners shall 1. explain the formation S9MT-IIa13 1. EASE II. 1.Improvised
1.1 Ionic and Covalent demonstrate an be able to: of ionic and covalent Chemistry covalent
Bonding understanding of… bonds; Module 14. bonding
analyze the Lesson 1. model
1.2 Metallic Bonding 1. how atoms percentage 2. BEAM III. (H2, O2, N2)
combine with composition of Unit 7. 18 2.Improvised
other atoms by different brands of Demonstrat ionic
transferring or by two food products e bonding
sharing electrons and decide on the Understandi model (NaCl)
products’ n g of the 3.Molecular
2. forces that hold appropriate Processes. Models
metals together percentage Bonding. (Inorganic/
composition Module 1. organic)
March 2009. 4.VSEPR kit
3. EASE
Science
1. Module 6.
Lesson 1.

4. Science and
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa,
Amelia P.,
Ph.D., et al.
1999. pp.
111-115. *
5. Chemistry III
Textbook.
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
107-112. *
K to 12 Science Curriculum Guide August 2016 Page 224of 285
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 K to 12 BASIC EDUCATION CURRICULUM
6. Science and
Technology
III. NISMED.
1997. pp.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
270-273.
1. Chemical Bonding The learners The learners shall 7.Science and
demonstrate an be able to: Technology
1.1 Ionic and Covalent understanding of… III:
Bonding analyze the Chemistry
1.2 Metallic Bonding 1. how atoms percentage Textbook.
combine with composition of NISMED.
other atoms by different brands of 2012. pp.
transferring or by two food products 329-
sharing electrons and decide on the 333.
products’
2. forces that hold appropriate
percentage 2. recognize different S9MT-IIb14 1. EASE
metals together types of compounds Science II.
composition
(ionic or covalent) Chemistry
based on their Module 14.
properties such as Lesson 1.
melting point, 2. Chemistry
hardness, polarity, III
and electrical and Textbook.
thermal conductivity; Mapa,
S9MT-IIb14
Amelia P.,
2. recognize different Ph.D., et al.
types of compounds 2001. pp.
(ionic or covalent) 117-120.
based on their 3. Science
properties such as and
melting point, Technology
hardness, polarity, III. NISMED.
and electrical and 1997. p.
thermal conductivity; 283.
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 K to 12 BASIC EDUCATION CURRICULUM

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

metals in terms of 15 Unit 8. 20
their structure; Demonstrat
e
Understandi
n g of
Chemical
Bonds.
Metallic
Link. Module
3.
2. Chemistry III
Textbook.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM

4. explain how ions are S9MT-IIef- 1. EASE

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
Chemistry
Textbook.
NISMED.
2012. pp.
293-294.
6.Science and
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa,
Amelia P.,
Ph.D., et al.
1999. P.
110. *

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

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 K to 12 BASIC EDUCATION CURRICULUM
Textbook for
Third Year.
Mapa,
Amelia

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
P., Ph.D.,
2. The Variety of Carbon The learners The learners shall et al.
Compounds demonstrate an be able to: 1999. pp.
understanding of… 349-353. *
2.1 Carbon Atoms analyze the
2.2 Organic Compounds the type of bonds percentage
6. recognize the general S9MT- 1. Chemistry Improvised
that carbon forms composition of
classes and uses of IIh18 III Textbook. Hydrocarbons
that result different brands of
two food products organic compounds; Mapa, model
in the diversity of Amelia P.,
carbon compounds and decide on the
products’ Ph.D., et al.
appropriate 2001. pp.
percentage 356-367. *
composition 2. Science and
Technology
III. NISMED.
1997. pp.
331-340.
3. Science and
Technology
III:
Chemistry
Textbook
for Third
Year.
Mapa,
Amelia P.,
Ph.D., et al.
1999. pp.
367-373. *

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 K to 12 BASIC EDUCATION CURRICULUM

3. Mole Concept the unit,mole, that 7. use the mole concept S9MT-IIi- 1. EASE Triple beam
quantitatively to express mass of 19 Science II. balance
3.1 Mass measures the number substances; and Chemistry
3.2 Moles of very small particles Module 16.
3.3 Percentage Composition of matter Lesson 2.
of a Compound 2. OHSP.
Chemistry
Module 16.
Lesson 2.
3. Science and
Technology
III:

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM

8. determine the S9MT-IIj- 1. EASE

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Technology
III:
Chemistry
Textbook for
Third Year.
Mapa,
Amelia P.,
Ph.D., et al.
1999. pp.
157-158. *

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 K to 12 BASIC EDUCATION CURRICULUM
Grade 9 – Earth and Space
THIRD QUARTER/THIRD GRADING PERIOD

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

3. explain what happens S9ES -IIIb- 1. MISOSA 6.

when volcanoes erupt; 28 Module 29.
2. BEAM 6. Unit
5. 12
Volcanic
Erruptions.
Volcano
Mania.
Module 12.
Activity 3.2.
3. Science and
Technology
I:
Integrated
Science
Textbook.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
NISMED.
2012. pp.
189-191.
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 K to 12 BASIC EDUCATION CURRICULUM

4. illustrate how energy

from volcanoes may S9ES – MISOSA 6.
be tapped for human IIIcd-29 Module 30. p.
use; 8.

2.Climate The learners The learners shall 5. explain how different S9ES-IIIe- 1.BEAM 6. Unit Thermocline
demonstrate an be able to: factors affect the 30 5. Module
2.1 Factors that affect climate understanding of: climate of an area; 13.
2.2 Global climate phenomenon participate in 2.Science and
factors that affect activities that Technology
climate, and the reduce risks and I:
effects of changing lessen effects of Integrated
climate and how to climate change Science
adapt accordingly Textbook.
NISMED.
2012. pp.
275-282.
3.Science and
Technology
I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 185-202.
*

6. describe certain S9ES-IIIf- 1. BEAM 6.

climatic phenomena 31 Unit 5.
that occur on a global Module
level; 13.
2. Science and
K to 12 Science Curriculum Guide August 2016 Page 233of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Technology I:

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Integrated
Science
Textbook.
NISMED.
2012. pp.
300-301.

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

8. infer that the S9ES-IIIh- 1. EASE

arrangement of stars 33 Science I.
in a group Module 18.
(constellation) does 2. Science and
not change; Technology
I:
Integrated

K to 12 Science Curriculum Guide August 2016 Page 234of 285

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 K to 12 BASIC EDUCATION CURRICULUM
Science
Textbook.
Villamil,
Aurora M.,
Ed.D. 1998.
p. 272. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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

Grade 9 – Force, Motion, and Energy

FOURTH QUARTER/FOURTH GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

Motion in Two Dimensions The learners The learners shall 2. investigate the S9FE-IVa- 1. EASE
demonstrate an be able to: relationship between 35 Physics.
1. Projectile Motion understanding of: the angle of release Module 9.
1.2.Impulse, Momentum propose ways to and the height and Lesson 3.
and Impulse projectile motion, enhance sports range of the projectile; 2. Science
1.3.Conservation of impulse and related and
Linear Momentum momentum, and to projectile motion Technology
conservation of linear IV: Physics
momentum Textbook
for Fourth
K to 12 Science Curriculum Guide August 2016 Page 236of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Year.
Rabago,
Lilia M.,
Ph.D., et al.
2001. pp.
93-109. *
Science and
3. relate impulse and S9FE- Technology
momentum to collision IVb36 IV: Physics
of objects (e.g., Textbook.
vehicular collision); NISMED.
2012. pp. 298-
301.

4. infer that the total S9FE- 1. BEAM IV. NSTIC SciKit

momentum before and IVb37 Unit 5. 12 Basic and
after collision is equal; Force and Mechanics:
Motion. Cart-Rail
Energy in System;
Transportat Cylindrical
i on. August Masses;
2008. Meter Stick
2. Science
and
Technolog
y
IV: Physics
Textbook
for Fourth
Year.
Rabago,
Lilia M.,
Ph.D., et al.
2001. pp.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
K to 12 Science Curriculum Guide August 2016 Page 237of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
112-114. *
Motion in Two Dimensions The learners The learners shall 4. infer that the total S9FE- 3.Science and
demonstrate an be able to: momentum before and IVb37 Technology
1. Projectile Motion understanding of: after collision is equal; IV: Physics
1.2.Impulse, Momentum propose ways to Textbook.
and Impulse projectile motion, enhance sports NISMED.
1.3.Conservation of impulse and related 2012. pp.
Linear Momentum momentum, and to projectile motion 301-303
conservation of linear and 306.
momentum
Science and
5. examine effects and S9FE- Technology
predict causes of IVc38 IV: Physics
collisionrelated Textbook.
damages/injuries; NISMED. p.
298.

2. Work Power and Energy The learners The learners shall 6. explain energy S9FE- 1. EASE
demonstrate an be able to: transformation in IVc39 Science I.
2.1 Changes in form of understanding of: various Module 8.
mechanical energy create a device that activities/events (e.g., p.
2.2 Conservation of energy conservation of shows conservation waterfalls, archery, 18.
mechanical energy of amusement rides);
2. BEAM 5.
mechanical energy
Unit 5. 11.
Electric
Circuits.
DLP 35.
3. Science
and
Technology
IV: Physics
Textbook
for Fourth
Year.
Rabago,
Lilia M.,
Ph.D., et al.
2001. pp.
K to 12 Science Curriculum Guide August 2016 Page 238of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
170-171. *
4. Science
and
Technology
I:
Integrated

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM
mechanical energy of
mechanical energy 7. perform activities to S9FE- 1. BEAM IV. NSTIC SciKit:
demonstrate IVd40 Unit 5. 11 Basic and
conservation of Force, Mechanics:
mechanical energy; Power, Stand base,
Work and Stand support,
Energy. Stand rods,
August Lever beam;
2009. Pulleys;
2. EASE Cart-Rail
Physics. System;
Module 11. Hooked
pp. 18-22. Masses;
3. OHSP Meter Stick;
Modules. Spring
Module 11.
Balances
pp. 18-22.
4. Science
and
Technology
IV: Physics
Textbook
for Fourth
Year.
Rabago,
Lilia M.,
Ph.D., et al.
2001. pp.
179-181. *
5. Science
and
Technology
I:
Integrated
Science
Textbook.

CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING SCIENCE

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 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
NISMED.
2. Work Power and Energy The learners The learners shall 7. perform activities to S9FE-IVd- 2012. pp.
demonstrate an be able to: demonstrate 40 119-121.
2.1 Changes in form of understanding of: conservation of 6. Science
mechanical energy create a device that mechanical energy; and
2.2 Conservation of energy conservation of shows conservation Technology
mechanical energy of IV: Physics
mechanical energy Textbook.
NISMED.
2012. pp.
314-316.
1.
8. infer that the total S9FE- EASE
mechanical energy IVe41 Physics.
remains the same Module 11.
during any process; Lesson 2.

2. OHSP
Modules.
Module 11,
Lesson 2.
3. Science
and
Technology
IV: Physics
Textbook
for Fourth
Year.
Rabago,
Lilia M.,
Ph.D., et al.
2001. p.
177. *

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 K to 12 BASIC EDUCATION CURRICULUM
4. Science
and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
121-122.
2. Work Power and Energy The learners The learners shall 8. infer that the total S9FE-IVe- 5.Science and
demonstrate an be able to: mechanical energy 41 Technology
2.1 Changes in form of understanding of: remains the same IV: Physics
mechanical energy create a device that during any process; Textbook.
2.2 Conservation of energy conservation of shows conservation NISMED.
mechanical energy of 2012. p.
mechanical energy 315.

3. Heat, Work, and the relationship analyze how power 9. construct a model to S9FE- Science and
Efficiency among heat, work, plants generate and demonstrate that heat IVe42 Technology
and efficiency transmit electrical can do work; IV:
energy Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph. D., et
al. 2001. pp.
187-188. *

10. infer that heat S9FE-IVf- Science and

transfer can be used 43 Technology
to do work, and that IV: Physics
Textbook for
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 K to 12 BASIC EDUCATION CURRICULUM
work involves the Fourth Year.
release of heat; Rabago, Lilia
M., Ph. D., et
al. 2001. pp.
187-188. *

S9FE-IVf- 1. OHSP.
11. explain why
44 Module 11.
machines are never
2. EASE
100-percent efficient;
Physics.
Module 11.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM

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 K to 12 BASIC EDUCATION CURRICULUM

GRADE 10

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 10 – Earth and Space
FIRST QUARTER/FIRST GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT CONTENT PERFORMANCE LEARNING CODE LEARNING SCIENCE

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
1. OHSP
1. Plate Tectonics The learners The learners shall 2.describe the different S10ES – Integrated
1.1 Distribution demonstrate an be able to: types of plate Iaj-36.2 Science.
1.1.1 volcanoes understanding of: boundaries; Quarter 2.
1.1.2 earthquake 1. demonstrate Module 5.
epicenters the relationship ways to ensure Lesson 2.
1.1.3 mountain among the locations disaster 2. EASE
of volcanoes, preparedness Science I.
ranges
earthquake during Module 12.
1.2 Plate boundaries
epicenters, and earthquakes, Lesson 4.
1.3 Processes and landforms mountain ranges tsunamis, and 3. Science and
along plate boundaries volcanic eruptions Technology
1.4 Internal structure of the
I:
Earth
2. suggest ways by General
1.5 Mechanism (possible causes
which he/she can Science
of movement)
contribute to Textbook for
1.6 Evidence of plate movement
government First Year.
efforts in Rabago,
reducing damage Lillia M.,
due to Ph.D., et al.
earthquakes, 1997. p.
tsunamis, and 183. *
volcanic eruptions 4. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
180-182.
5. Science and
Technology
I:
Integrated
Science
Textbook for
K to 12 Science Curriculum Guide August 2016 Page 248of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 173-174.
*

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 250of 285

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 K to 12 BASIC EDUCATION CURRICULUM
Ed.D. 1998.
1. Plate Tectonics The learners The learners shall 4.describe the internal S10ES – pp. 157-
1.1 Distribution demonstrate an be able to: structure of the Iaj-36.4 159.
1.1.1 volcanoes understanding of: Earth; 5. Science and
1.1.2 earthquake 1. demonstrate Technology
epicenters the relationship ways to ensure I:
1.1.3 mountain among the locations disaster Integrated
of volcanoes, preparedness Science
ranges
earthquake during Textbook.
1.2 Plate boundaries
epicenters, and earthquakes, NISMED.
1.3 Processes and landforms mountain ranges tsunamis, and
along plate boundaries 2012. pp.
volcanic eruptions 175-176.
1.4 Internal structure of the
Earth 6. Science and
2. suggest ways by Technology
1.5 Mechanism (possible causes
which he/she can I:
of movement)
contribute to General
1.6 Evidence of plate movement
government Science
efforts in Textbook
reducing damage for First
due to Year.
earthquakes, Rabago,
tsunamis, and Lilia M,
volcanic eruptions Ph.D., et al.
1997. pp.
180-182. *

5.describe the possible S10ES – 1. EASE

causes of plate Iaj-36.5 Science I.
movement; and Module 12.
Lesson 4.
2. OHSP
Integrated
Science.
Quarter 2.
Module 5.
Lesson 2.
3. MISOSA 6.
K to 12 Science Curriculum Guide August 2016 Page 251of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Module 26.
4. Science
and
Technology
I:
Integrated
Science

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

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 K to 12 BASIC EDUCATION CURRICULUM
Rabago,
Lilia M,
Ph.D., et al.
1997.
pp.185-
190. *

6.enumerate the lines S9ES –Ia- 1. OHSP

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 253of 285

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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
Textbook for
1. Plate Tectonics The learners The learners shall 7.enumerate the lines S9ES –Ia- First Year.
1.1 Distribution demonstrate an be able to: of evidence that j- Villamil,
1.1.1 volcanoes understanding of: support plate 36.6 Aurora M.,
1.1.2 earthquake 1. demonstrate movement Ed.D. 1998.
epicenters the relationship ways to ensure pp. 172-174.
among the locations disaster *
1.1.3 mountain
of volcanoes, preparedness 3.Science and
ranges
earthquake during Technology
1.2 Plate boundaries
epicenters, and earthquakes, I:
1.3 Processes and landforms mountain ranges tsunamis, and General
along plate boundaries volcanic eruptions Science
1.4 Internal structure of the
Textbook for
Earth
2. suggest ways by First Year.
1.5 Mechanism (possible causes
which he/she can Rabago, Lilia
of movement)
contribute to M., Ph.D., et
1.6 Evidence of plate movement
government al. 1997. p.
efforts in 188. *
reducing
damage due to
earthquakes,
tsunamis, and
volcanic eruptions

Grade 10 – Force, Motion and, Energy

SECOND QUARTER/SECOND GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
2. EASE
1. Electromagnetic The learners 1. compare the relative S10FE- Physics.
Spectrum demonstrate an wavelengths of IIab-47 Module 17.
understanding of: different forms of Lesson 1.
electromagnetic 3. Science and
the different regions waves; Technology
of the IV: Physics
electromagnetic Textbook for
spectrum Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
267-271. *
4. Science and
Technology
IV: Physics
Textbook.
NISMED.
K to 12 Science Curriculum Guide August 2016 Page 255of 285
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 K to 12 BASIC EDUCATION CURRICULUM
2012. pp.
393394.

2. cite examples of S10FE- 1.BEAM IV.

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Technology
1. Electromagnetic The learners 2. cite examples of IV: Physics
Spectrum demonstrate an practical S10FE- Textbook for
understanding of: applications of the IIcd-48 Fourth Year.
different regions of Rabago, Lilia
the different regions EM waves, such as M., Ph.D., et
of the the use of radio al. 2001. pp.
electromagnetic waves in 271-284. *
spectrum telecommunications; 4.Science and
Technology
IV: Physics
K to 12 Science Curriculum Guide August 2016 Page 256of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Textbook.
NISMED.
2012. pp.
394405.

3. explain the effects of S10FE- 1. EASE

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

2. Light the images formed by 4. predict the S10FE- 1. EASE 1. Basics

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 257of 285

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 K to 12 BASIC EDUCATION CURRICULUM
2009.
2. Light The learners 4. predict the S10FE-IIg- 3. Science and
demonstrate an qualitative 50 Technology
2.1 Reflection of Light in understanding of: characteristics IV: Physics
Mirrors (orientation, type, Textbook for
2.2 Refraction of Light in the images formed and magnification) Fourth Year.
Lenses by the different types of images formed by Rabago, Lilia
of plane and curved M., Ph.D., et
mirrors and lenses mirrors and lenses; al. 2001. pp.
238-240. *
4. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
3846.

5. apply ray S10FE- 1. BEAM

diagramming IIg51 IV. Unit
techniques in 2. 2
describing the Optical
characteristics and Instruments.
positions of images Bouncing
formed by lenses; Light.
August
2009.
2. EASE
Physics.
Module 4.
Lesson 2.
3. Science and
Technology
IV: Physics
Textbook for
Fourth Year.

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 K to 12 BASIC EDUCATION CURRICULUM
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
246-248. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

2. Light The learners 5. apply ray S10FE-IIg- 4.Science and

demonstrate an diagramming 51 Technology
2.1 Reflection of Light in understanding of: techniques in IV: Physics
Mirrors describing the Textbook.
2.2 Refraction of Light in the images formed characteristics and NISMED.
Lenses by the different types positions of images 2012. pp.
of formed by lenses; 6265.
mirrors and lenses

6. identify ways in S10FE-IIh- 1. EASE

which the properties 52 Physics.
of mirrors and lenses Module 4.
determine their use Lesson 2.
in optical 2. Science and
instruments (e.g., Technology
cameras and IV: Physics
binoculars); Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
246-254. *
3. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
7379.

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 K to 12 BASIC EDUCATION CURRICULUM

3. Electricity and Magnetism the relationship 7. demonstrate the S10FE-IIi- 1.BEAM IV. Unit 1. DC Ammeter
between electricity generation of 53 4. 9 2. DC Voltmeter
3.1 Electromagnetic effects and magnetism in electricity by Electrical 3. Dry Cell Size
electric movement of a Energy D,
motors and magnet through a Generation. 1.5 volts
generators coil; Electrical 4. Dry Cell, 9
and Energy UP. volts
Student 5. Dry Cell
Activity 4. Holder
Size D (1 set=

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
September 4 pcs)
3. Electricity and Magnetism The learners 7. demonstrate the S10FE-IIi- 2008. 6. Galvanomet
demonstrate an generation of 53 2. EASE er
3.1Electromagnetic effects understanding of: electricity by Physics. 7. Miniature
movement of a Module 8. Light Bulb (1
the relationship magnet through a Activity 3.2. set = 3 pcs)
between electricity coil; and 3. Science and 8. Miniature
and magnetism in Technology Light Bulb
electric IV: Physics Base (1set
motors and Textbook for = 3 pcs)
generators Fourth Year. 9. Motor
Rabago, Lilia Generator
M., Ph.D., et Model
al. 2001. pp.
10. Set of Coils
326-328. *
11. Set of
4. Science and
Technology Connectors
IV: Physics (1 set = 3-
Textbook. red, 3-
NISMED. black, 2-
white, 2-
2012. pp.
blue)
197-199.
12. Switches,
K to 12 Science Curriculum Guide August 2016 Page 260of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Knife Type
13. Variable
Power
Supply, AC-
DC

8. explain the operation S10FE-IIj- 1. EASE Advanced

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

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

K to 12 Science Curriculum Guide August 2016 Page 261of 285

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 K to 12 BASIC EDUCATION CURRICULUM
3. BEAM IV.
3. Electricity and Magnetism The learners 8. explain the operation S10FE-IIj- Unit
demonstrate an of a simple electric 54 4. 9 Electrical
3.1 Electromagnetic effects understanding of: motor and Energy
generator. Generation.
the relationship Electrical
between electricity Energy UP.
and magnetism in Student
electric Activities 10
motors and and 11.
generators 4. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
328-332. *
5. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
202-210.
Grade 10 – Living Things and Their Environment
THIRD QUARTER/THIRD GRADING PERIOD

1. Coordinated Functions of The learners The learners should be S10LT- 1. APEX Human torso
the Reproductive, demonstrate an able to… IIIa-33 Biology. Unit model
Endocrine, understanding of: 5.
and Nervous Systems 1. describe the parts of Lesson 5.
1. organisms as the reproductive 2. MISOSA 5.
having feedback system and their Module 1.
mechanisms, functions; 3. MISOSA 5.
Module 2.
K to 12 Science Curriculum Guide August 2016 Page 262of 285
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have been delivered to schools.
 K to 12 BASIC EDUCATION CURRICULUM
which

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
are coordinated by 4. BEAM 5.
the nervous and 2. explain the role of S10LT- Unit
endocrine systems hormones involved in IIIb-34 1. 1 The
the female and male Human
2. how these reproductive Reproductiv
feedback systems; e
mechanisms help System. DLP
the organism 1.
maintain
5. EASE
homeostasis to
reproduce and Biology.
survive 6. Module 13.
Lessons 1
and 2.
7. BEAM 5.
Unit
1. 1 The
Human
Reproductiv
e System.
Human
Reproductiv
e System.
March 2008.
pp. 17-22.
8. Science for
Daily Use 5.
Tan,
Conchita T.
2012. pp.
2-5. *
9. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
157-158.
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 K to 12 BASIC EDUCATION CURRICULUM
10. Science
and
Technology
II: Biology
Textbook.
NISMED.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

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

K to 12 Science Curriculum Guide August 2016 Page 265of 285

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

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 K to 12 BASIC EDUCATION CURRICULUM
CONTENT PERFORMANCE LEARNING LEARNING SCIENCE
CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
II: Biology
1. Coordinated Functions of The learners 2. explain the role of Textbook.
the Reproductive, demonstrate an hormones involved in NISMED.
Endocrine, understanding of: the female and male 2012. pp.
and Nervous Systems reproductive 158-159.
1. organisms as systems; 17. Science
having feedback and
mechanisms, which Technology
are coordinated by II: Biology
the nervous and Textbook.
endocrine systems NISMED.
2004. pp.
2. how these 158-159.
feedback 18. NFE. Ang
mechanisms help Reproductiv
the organism e System.
maintain 2001. pp. 8
homeostasis to and 10.
reproduce and
survive
3. describe the S10LT- 1. APEX
feedback IIIc-35 Biology.
mechanisms Unit 5. pp.
involved in 60-61.
regulating processes 2. BEAM 5.
in the female Unit
reproductive system 1. 1 The
(e.g., menstrual
Human
cycle);
Reproductiv
e
System.
DLP
4.
3. EASE
Biology.
K to 12 Science Curriculum Guide August 2016 Page 267of 285
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 K to 12 BASIC EDUCATION CURRICULUM
Module 13.
pp. 7-10.
4. Science for
Daily Use 5.
Tan,
Conchita.
2012. pp.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
5. 15-17. *
1. Coordinated Functions of The learners NFE. Ang
the Reproductive, demonstrate an Reproductiv
Endocrine, understanding of: e System.
and Nervous Systems 2001. pp.
1. organisms as 11-12.
having feedback 1.
mechanisms, which 4. describe how the BEAM 6.
S10LT-
are coordinated by nervous system IIIc-36 Unit 1. 2
the nervous and coordinates and The
endocrine systems regulates these Nervous
feedback System.
2. how these mechanisms Module 1.
feedback to maintain 2. September
mechanisms help homeostasis; 2008.
the organism Science
maintain
and
homeostasis to
Technology
reproduce and
survive II: Biology
Textbook.
NISMED.
2004. pp.
114-117.

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 K to 12 BASIC EDUCATION CURRICULUM
3. Science
and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
114-117.
4. NFE. The
Nervous
System.
2001. pp.
36.

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM
1.
2. Heredity: Inheritance and The learners 5. explain how protein S10LTIIId- APEX. Unit
Variation demonstrate an is made using 37 6. pp. 88-
understanding of: information from 2. 89.
DNA; EASE
1. the information Biology.
stored in DNA as Module 14.
being used 3. p. 24.
to make proteins Sience and
Technology
2. how changes in a II: Biology
DNA molecule may Textbook.
cause changes in NISMED.
its product 2012. pp.
4. 184-186.
3. mutations that Science
occur in sex cells and
as being heritable Technology
II: Biology
Textbook.
NISMED.
2004. pp.
184-186.
1.
6. explain how S10LTIIIe- APEX. Unit
mutations may 38 2. 6. p. 88.
cause changes in the EASE
structure and Biology.
function of a protein; Module 15.
pp. 14-15.
3. Science
and
Technology
II: Biology
Textbook.
NISMED.
2012. p.
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 K to 12 BASIC EDUCATION CURRICULUM
195.
4. Science
and

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Technology
II: Biology
Textbook.
NISMED.
2004. p.
195.

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

3. Biodiversity and The learners The learners shall 8. explain the S10LT- 1. APEX. Unit
Evolution demonstrate an be able to: occurrence of IIIg-40 7. Lesson
understanding of: evolution; 2.
write an essay on 2. EASE
how evolution the importance of Biology.
through natural adaptation as a Module 15.
selection can result mechanism for the 3. Science
in biodiversity survival of a species
and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
202-207.
4. Science
and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
202-207.
5. Science
and
Technology
II: Biology
Teacher’s
Manual for
Second
Year.
Rabago,
Lilia M.,
Ph.D., et al.
K to 12 Science Curriculum Guide August 2016 Page 273of 285
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 K to 12 BASIC EDUCATION CURRICULUM
1997. p.
145. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
1.
4. Ecosystems The learners The learners shall 9. explain how species S10LTIIIh- Science
4.1 Flow of Energy and demonstrate an be able to: diversity increases 41 and
Matter in Ecosystems understanding of: the probability of Technology
4.2 Biodiversity and Stability write an essay on adaptation and
the importance of II: Biology
4.3 Population Growth and 1. the influence of survival of
adaptation as a Textbook.
Carrying Capacity biodiversity on the organisms in
mechanism for the NISMED.
stability of changing 2.
survival of a species 2012. pp.
ecosystems environments; 220-224.
Science
2. an ecosystem as
being capable of and
supporting a Technology
limited II: Biology
number of organisms Textbook.
NISMED.
2004. pp.
220-224.
1.
10. explain the S10LT- APEX
relationship IIIi-42 Biology.
between population 2. Unit 5.
growth and Lesson 8.
carrying capacity; BEAM I. 5
and Living
Things.
Module 1.
September
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 K to 12 BASIC EDUCATION CURRICULUM
2006.

11. suggest ways to S10LT-

1. EASE 1.
minimize human IIIj-43
Module 13.
impact on the
Lesson 4.
environment.
2. Science
and
Technology
I: General
Science
Textbook
for First
Year.
Rabago,
Lilia M.,
Ph.D., et al.
1997. p.
271. *

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 10 – Matter
FOURTH QUARTER/FOURTH GRADING PERIOD

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 K to 12 BASIC EDUCATION CURRICULUM

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

2. Biomolecules The learners 2. recognize the major S10MT- 1. EASE

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

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 K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT

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 K to 12 BASIC EDUCATION CURRICULUM

3. Chemical reactions The learners The learners shall 3. apply the principles S10MT- 1. OHSP. 1. Spatula
demonstrate an be able to: of conservation of IVe-g-23 Chemistry 2. Triple beam
understanding of… mass to Module 13. balance
using any form of chemical reactions; and Lesson 1.
the chemical media, present 2. EASE
reactions associated chemical reactions Science II.
with biological and involved in
Module 13.
industrial processes biological and
Lesson 1.
affecting life industrial processes
3. Chemistry
and the environment affecting life
III
and the
Textbook.
environment
Mapa,
Amelia P.,
Ph.D., et al.
2001. pp.
142-144. *
4. Science and
Technology
III:
Chemistry
Textbook.
NISMED.
1997. pp.
94-95.
5. Science and
Technology
III:
Chemistry
Textbook.
NISMED.
2012. pp.
78-81.
6. Science and
Technology
III:
Chemistry
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 K to 12 BASIC EDUCATION CURRICULUM
Textbook
for

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 K to 12 BASIC EDUCATION CURRICULUM

GLOSSARY

Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to
millions of years.
Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System.

Earthquake The result of a sudden release of energy in the Earth’s crust that creates seismic waves.

A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air,
Ecosystem
water and mineral soil), interacting as a system.
Electricity In physics, it is one of the basic quantitative properties describing a physical system or an object’s state

Energy The set of physical phenomena associated with the presence and flow of electric charge.
Environment Surroundings.

Force The exertion of physical strength.

The force which opposes the movement of one surface sliding or rolling over another with which it is in contact; the act of
Friction
rubbing the surface of the body.
One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated
Gas
from one another.
Gravity A natural phenomenon by which all physical bodies attract each other.

Heat The condition of being hot; the energy of a material body associated with the random motions of a constituent particles.

Light An electromagnetic radiation that is visible to the human eye.

One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume
Liquid
but no fixed shape.
Living Things Anything that has life; all objects that have self-sustaining processes.

Magnetism A group of physical phenomenon associated with the interaction of a magnetic field with matter.

Matter Anything that has space and mass.

K to 12 Science Curriculum Guide August 2016 Page 281of 285

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 K to 12 BASIC EDUCATION CURRICULUM
Motion A push or a pull; any movement or change in position.

Natural event An event pertaining to, existing in or produced by nature.

Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other
Solar system
objects that orbit the Sun.

GLOSSARY

Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of
Solid matter.

Sound The sensation experienced when the brain interprets vibration within the structure of the ear caused by rapid variations of
air pressure.
Space The distance between two points or objects.

Volcanic eruption A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas
and ashes.
Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.

K to 12 Science Curriculum Guide August 2016 Page 282of 285

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 K to 12 BASIC EDUCATION CURRICULUM

CODE BOOK LEGEND

Sample: S8ES-IId-19

LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and

Living things and their Environment LT
Strand/ Subject or Science
Specialization
Force, Motion and Energy FE
First Entry S8
Grade Level Grade 8
Earth and Space ES

Domain/Content/
Uppercase Letter/s
Component/ Topic
Earth and Space ES Matter MT

K to 12 Science Curriculum Guide August 2016 Page 283of 285

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 K to 12 BASIC EDUCATION CURRICULUM
Roman Numeral
*Zero if no specific Quarter Second Quarter II
quarter
Lowercase Letter/s
*Put a hyphen (-) in
between
letters to indicate more
Week Week Four d
than a
specific week
-
Infer why the
Arabic Number Competency Philippines is prone to 19
typhoons

REFERENCES

“Hongkong Curriculum Framework.” Accessed May 11, 2007. http://cd1.edb.hkedcity.net/cd/EN/Content_2908/e00/summary.pdf

American Association for the Advancement of Science (AAAS). Designs for Science Literacy: Project 2061. New York: Oxford University Press, 2000.

Australian Curriculum, Assessment and Reporting Authority. “ACARA’s Response to the Consultation Feedback on the K-10 Australian Curriculum.
Australia: ACARA, 2010.

Department of Education, 2002 Basic Education Curriculum : Handbook in Science and Health(Elementary Level ), (Pasig City : Department of
Education, 2002)

Department of Education, 2002 Basic Education Curriculum, Department of Education , (Pasig City: Department of Education, 2002).

Department of Education, Curricular Reforms on Education, (Pasig City: Department of Education, 2012)
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have been delivered to schools.
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Department of Education, New Elementary School Curriculum (NESC):Program for Decentralized Education Development , (Manila: Department of
Education, 1982).

Ministry of Education and Training. “The Ontario Curriculum Grades 1-8: Science and Technology.” Accessed August 7, 2009.
http://www.edu.gov.on.ca/eng/curriculum/elementary/sciencetec18.pdf

Ministry of Education, Wellington. “The New Zealand Curriculum Framework.” Accessed May 25, 2007.
http://www.tki.org.nz/r/governance/nzcf/NZcurriculum_e.php

Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy. Trends in International Mathematics and Science. ( Chestnut Hill : TIMMS Publication, 2009).

Science Education Institute-Department of Science and Technology (SEI-DOST) and University of the Philippines National Institute for Science and
Mathematics Education Development (UPNISMED). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UPNISMED,
2011.

SciMathMN. “Minnesota K-12 Framework for Science.” Accessed June 16, 2009. http://ww.scimathmn.org/frameworks_science.htm

Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Lower Secondary, Normal (Technical) .
Singapore: Ministry of Education, 2008.

Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Primary. Singapore: Ministry of Education, 2008.

The Curriculum Development Council. “Hongkong Science Education Curriculum Guide.” Hongkong: The Curriculum Development Council, 2002.

National Institute for Science and Mathematics Education University of the Philippines and Department of Education. Proposed Science Curriculum
Framework for Basic Education. December 2008.

Western Australian Curriculum Council. “The Western Australian Curriculum Framework 1998.” Accessed May 20, 2007.
http://www.curriculum.wa.edu.au/files/pdf/science.pdf

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Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that
have been delivered to schools.