GENERAL SCIENCE MARCH 2025

Republic of the Philippines

Department of the Education
DepEd Complex, Meralco Avenue, Pasig City

STRENGTHENED SENIOR HIGH SCHOOL CURRICULUM

General Science LIFE SKILLS
Grade 11

This curriculum guide contains inputs from the Technical Panel for General Education
of the Commission on Higher Education (CHED).
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SENIOR HIGH SCHOOL GRADE 11

General Science

Time Allotment: 40 hours per week, 160 hours for one year
Course Description:

This course equips learners with essential scientific knowledge, skills and capabilities to meet the challenges of living and working
in a rapidly changing and advancing Philippine society. Through a multi-disciplinary approach, it enables learners to see how they
can shape a sustainable future for themselves, their communities and the planet. It focuses on scientific models, theories and laws
that relate to everyday life and work, and how these impact on the Philippines as a significant contributor to the world. It builds
understanding of how the study of physics, chemistry, and Earth and space science can explain natural phenomena as well as
their use in advancing economic development. It aspires to make learners innovative thinkers who can propose and solve problems
through scientific observation, data gathering, and communicating evidence-based conclusions. Through individual and
collaborative investigations and research, learners shall be prepared to pursue further education and careers in STEM fields or
contribute meaningfully to a science-driven workforce.

GRADE 11 – QUARTER 1 Physics

Content Standards Learning Competencies
The learners learn that: The learners:
1. physics principles apply to various aspects of 1. identify different ways how physics improve our quality of life in
human living; different aspects including household activities, health and safety,
productivity, and leisure;
2. efficiency of simple and complex machines can 2. compare and contrast translational and rotational motion in terms of
be improved by application of basic principles their respective linear and angular quantities;
of physics; 3. demonstrate through simple activities the relationship between
linear and angular quantities;
3. hydraulic systems exploit the relationship a. human movement (e.g. exercises, dance, and gymnastics), and
between pressure, force, and area to multiply b. ergonomic designs (e.g. buildings, vehicles, furniture, and toys);
forces and perform tasks; 4. apply concepts of translational and rotational motion to design and
build prototypes of simple and complex machines with high
efficiency;
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4. analysis of electricity generation, consumption 5. explain the characteristics of efficient simple and complex machines;
patterns, and energy-efficiency practices can 6. explain how simple hydraulic systems use fluid principles to work as
lead to better energy supply and management; complex machines;
and 7. identify applications of Archimedes principle and Pascal’s principle
in various context such as home, community, businesses, and
5. an understanding of the properties of light and transportation;
sound leads to their safe and productive 8. design simple practical activities or models to determine how
application. variations in physical properties, such as shape, mass and volume,
affect an object's ability to float in a fluid;
9. discuss safety practices in dealing with electrical hazards such as
overloading, damaged insulation, damped electrical condition, faulty
wiring and electrocution;
10. propose ways to minimize energy loss and energy wastage at homes,
school, local business and other parts of society;
11. discuss properties of light and sound waves related to
communications technology, navigation, medicine, and
entertainment; and
12. identify innovations related to sound and light such soundproofing,
sound amplifiers, LED, holograms, and lasers.
Performance Standards
By the end of the quarter, learners…

• identify general physics principles and their applications in daily life;

• use scientific principles to solve problems, make informed decisions, and illustrate the applications of physics for self,
society, and the environment;
• design simple and complex machines and hydraulic systems to demonstrate applications of force, torque, center of mass,
and hydraulic-related principles; and
• evaluate energy-efficient practices in electricity supply and consumption at home, in local businesses and in exploring
advantages and drawbacks of light and sound in medical imaging, security, communication and entertainment.
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GRADE 11 – QUARTER 2 Chemistry

Content Standards Learning Competencies
The learners learn that: The learners:
1. use information from secondary resources to report what Louis
1. past research in the field of chemistry provides Pasteur did that has helped us understand the cause of some
the foundations for the development of helpful diseases and prevent infection;
products and processes; 2. construct using product labels a table that describes the
function of the different substances (elements or compounds)
2. household and personal care products contain present in household products such as those in bleach,
chemical substances that determine their detergents, baking powder and personal care products such as
properties and guide their proper use and shampoo, soaps, toothpaste;
disposal; 3. explain the benefits and potential risk of using and disposing
of household and personal care products, referring to the
3. chemical reactions are part of human activities Department of Trade and Industry (DTI) program for
and present in the environment; mandatory labelling requirements in the Philippines;
4. explain some of the common types of chemical reactions and
4. chemicals should be handled safely; and provide examples for the following: decomposition, acid on
carbonates, acids on metals and combustion;
5. solutions can have beneficial and harmful effects 5. identify the type of chemical reactions that occur in our daily
to the environment. activities including in baking, cleaning, and burning;
6. use chemical equations to show biological and environmental
processes such as photosynthesis and respiration;
7. describe that the chemical reactions that take place in our
body cells are referred to as metabolism and explain their
significance;
8. explain the characteristics of solutions and their examples in
household products, industry, and environmental science;
9. apply best practices in proper handling, storage, and disposal
of chemicals;
10. investigate how much salt dissolved in water will prevent the
growth of a simple garden plant; and
11. create a table to show how solutions of saltwater and
wastewater can affect local ecosystems and recommend ways
to minimize their negative impact on the environment.
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Performance Standards
By the end of the quarter, learners…

• apply research skills to find out how scientists have made an impact on our lives;
• recognize the significant role of different agencies in the Philippines, such as DOST and DTI, in scientific innovation and
development;
• show critical thinking in explaining the different substances present in household and personal care products including
their benefits and potential risk of using and disposing of them;
• demonstrate appropriate and safe handling and use of chemicals; and
• explain that chemical reactions take place in human activities and in the environment, and that there are several chemical
solutions that pose a threat to the community.

GRADE 11 – QUARTER 3 Biology

Content Standards Learning Competencies
The learners learn that: The learners:
1. all levels of life have systems of related parts; 1. explain how life forms operate as systems of related parts working
together using simple plants or animals as examples;
2. structures and functions are related at all levels 2. create a diagram that shows the relationship between the
of organization of life; structural components of a biological system and their functions;
3. describe how cells obtain nutrients from food and convert them
3. cells carry out functions that enable organisms into energy through cellular processes to sustain life in plants and
to survive; animals;
4. explain how various plant organs interact to facilitate the
4. organ systems work together to carry out transport of materials throughout the plant system;
essential functions of an organism; and 5. describe how a damaged part in a system affects the organism
using the case of torn ACL (skeletal and muscular) and asthma
5. climate change affects ecosystems and the attack (respiratory and circulatory);
organisms living in them. 6. explain how the nervous and endocrine systems work together to
regulate body temperature in response to stimuli;
6. ecosystems are finite and have limited resources. 7. explain how vaccines work by relating to the functions of the
immune system and lymphatic system in protecting an organism
against infectious diseases;
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8. describe what is meant by the term ‘climate change’;

9. explain the multidisciplinary nature of the science involved in
climate change;
10. explain how climate change impacts Philippine ecosystems;
11. propose ways to adapt and mitigate impacts of climate change on
local biodiversity; and
12. analyze information from secondary sources to evaluate the
adverse effects of overpopulation at the local and global scales.
Performance Standards
By the end of the quarter, learners…

• use examples to describe the relationships among living systems and their components, as well as how the structure of
a part relates to its function
• explain the role of cells in the perpetuation of life and how organ systems work together to maintain good health; and
• conduct investigations on the effects of climate change in a local ecosystem.

GRADE 11 – QUARTER 4 Earth and Space

Content Standards Learning Competencies
The learners learn that: The learners:
1. planet Earth is currently the only planet in the 1. explain the characteristics of Earth that support life in
solar system that can support life; comparison with the other planets of the solar system;
2. describe how the greenhouse effect regulates Earth's
2. appropriate amount of greenhouse gases helps temperature, making it suitable for life;
regulate Earth's temperature, making it 3. demonstrate how the Philippine archipelago was formed;
suitable for life; 4. explain the unique landforms, climate and life forms of the
Philippines Archipelago that have developed due to its
3. the Philippines is a unique country in terms of geographical and geological location on Earth using suitable
its landforms, bodies of water, climate, and resources, including images, maps and cross-sections;
biodiversity; 5. describe the unique properties and availability of earth
materials, including rocks, minerals, and soils and how they are
harnessed to support human activities and industries;
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4. the Philippines is continuously shaped and 6. describe how human activities have contributed to the
reshaped by geologic and hydrometeorological modification of landforms and bodies of water of the Philippines
processes; since the beginning of the Neolithic Period (~6,000 BCE) based
on various sources;
5. earth materials are commonly used in human 7. describe geological and hydrometeorological hazards such as
activity and industry; volcanic eruptions, earthquakes, tsunamis, typhoons, floods,
and landslides, and slowly acting processes such as soil
6. human activities have contributed to the erosion, and saltwater intrusion;
modification of landforms and bodies of water; 8. assess geological and hydrometeorological hazards (e.g., tropical
and cyclones, ipo-ipo, thunderstorms, coastal storm surges and heat
waves) in terms of risks and prevention and mitigation
7. impacts of natural hazards need prevention strategies; and
and mitigation strategies, and adaptive 9. develop family preparedness plans and community-based
measures to reduce risks and strengthened disaster risk reduction and management plans to prepare for,
resilience. respond to, and recover from geological and
hydrometeorological hazards that affect the Philippines.
Performance Standards
By the end of the quarter, learners…

• use evidence from secondary sources to explain the uniqueness of planet Earth compared to other planets in the solar
system;
• use models to describe and illustrate the distinctiveness of the Philippine Archipelago, showing how islands are formed
through geological processes.;
• investigate the properties of rocks, minerals, and soil and apply their findings to the use of earth materials in the
Philippines;
• integrate ideas, experiences, understanding, and skills to explain geological and hydrometeorological hazards affecting the
Philippines; and
• propose sound, viable, and sustainable mechanisms for hazard mitigation and adaptation.
GENERAL SCIENCE MARCH 2025