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Grade Level : Grade 8
Subject : SCIENCE
Content Standard
Quarter The learners demonstrate
understanding of...
Newton’s three laws of motion
Performance Standard
The learners should be able to..
Most Essential Learning Competencies
develop a written plan and
implement a “Newton’s Olympics”
Investigate the relationship between the
amount of force applied and the mass of
the object to the amount of change in
the object’s motion
Infer that when a body exerts a force on
another, an equal amount of force is
exerted back on it
work using constant force, power,
gravitational potential energy,
kinetic energy, and elastic
potential energy
the propagation of sound through
solid, liquid, and gas
1st
some properties and
characteristics of visible light
heat and temperature, and the
effects of heat on the body
current- voltage-resistance
relationship, electric power,
electric energy, and home
circuitry
Identify and explain the factors that
affect potential and kinetic energy
discuss phenomena such as blue sky,
rainbow, and red sunset using the
concept of wavelength and
frequency of visible light
Duration
K to 12 CG Code
Week 1
S8FE-Ia-15
Week 2
S8FE-Ia-16
Week 2-3
Investigates the effect of temperature to
the speed of sound
Week 4
Explain the hierarchy of colors in relation
to the energy of visible light
Week 4
S8FE-If-27
Week 4
S8FE-Ig-29
Differentiate between heat and
temperature at the molecular level
Infer the relationship between current
and voltage
Explain the advantages and
disadvantages of series and parallel
connections in homes
Explain the functions of circuit breakers,
fuses, earthing, double insulation, and
other safety devices in the home
Week 5-6
Week 7
S8FE-li-31
Week 7
S8FE-li-33
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the relationship between faults
and earthquakes
1. participate in decision making on
where to build structures based on
knowledge of the location of active
faults in the community
2. make an emergency plan and
prepare an emergency kit for use at
home and in school
2nd
the formation of typhoons and
their movement within the PAR
characteristics of comets,
meteors, and asteroids
3rd
the particle nature of matter as
basis for explaining properties,
physical changes, and structure of
substances and mixtures
the identity of a substance
according to its atomic structure
1. demonstrate precautionary
measures before, during, and after a
typhoon, including following
advisories, storm signals, and calls
for evacuation given by government
agencies in charge
2. participate in activities that lessen
the risks brought by typhoons
discuss whether or not beliefs and
practices about comets and meteors
have scientific basis
present how water behaves in its
different states within the water
cycle
Using models or illustrations, explain
how movements along faults generate
earthquakes
Differentiate the
1 epicenter of an earthquake from its
focus;
2 intensity of an earthquake from its
magnitude;
3 active and inactive faults
Explain how earthquake waves provide
information about the interior of the
earth
Week 1
S8ES-IIa-14
Week 1-2
S8ES-IIa-15
Week 3
S8ES-IIc-17
Explain how typhoon develops and how
it is affected by landmasses and bodies
of water
Week 4-5
Trace the path of typhoons that enter
the Philippine Area of Responsibility
(PAR) using a map and tracking data
Week 5
S8ES-IIf-21
Compare and contrast comets, meteors,
and asteroids
Week 6
S8ES-IIg-22
Week 1-2
S8MT-IIIa-b-8
Week 3-4
S8MT-IIIc-d-9
Week 5-6
S8MT-IIIe-f-10
Explain the properties of solids, liquids,
and gases based on the particle nature
of matter;
Explain physical changes in terms of the
arrangement and motion of atoms and
molecules;
Determine the number of protons,
neutrons, and electrons in a particular
atom;
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4th
the periodic table of elements as
an organizing tool to determine
the chemical properties of
elements
1. the digestive system and its
interaction with the circulatory,
respiratory, and excretory systems
in providing the body with
nutrients for energy
2. diseases that result from
nutrient deficiency and
ingestion of harmful substances,
and their prevention and
treatment
1. how cells divide to produce new
cells
2. meiosis as one of the processes
producing genetic variations of
the Mendelian Pattern of
Inheritance
1. the concept of a species
2. the species as being further
classified into a hierarchical
taxonomic system
the one-way flow of energy and
the cycling of materials in an
ecosystem
Use the periodic table to predict the
chemical behavior of an element.
present an analysis of the data
gathered on diseases resulting from
nutrient deficiency
report on the importance of
variation in plant and animal
breeding
report (e.g., through a travelogue) on
the activities that communities
engage in to protect and conserve
endangered and economically
important species
make a poster comparing food
choices based on the trophic levels’
Explain ingestion, absorption,
assimilation, and excretion
Compare mitosis and meiosis, and their
role in the cell-division cycle
Explain the significance of meiosis in
maintaining the chromosome number
Predict phenotypic expressions of traits
following simple patterns of inheritance
Explain the concept of a species
Classify organisms using the hierarchical
taxonomic system
Explain the advantage of high
biodiversity in maintaining the stability
of an ecosystem
Describe the transfer of energy through
the trophic levels
Analyze the roles of organisms in the
cycling of materials
Explain how materials cycle in an
ecosystem
Suggest ways to minimize human impact
Week 7-8
S8MT-IIIi-j-12
Week 1
S8LT-IVa-13
Week 2
S8LT-IVd-16
Week 2
S8LT-IVe-17
Week 3
S8LT-IVf-18
Week 4
S8LT-IVg-19
Week 4
S8LT-IVh-20
Week 5
S8LT-IVh-21
Week 5
S8LT-IVi-22
Week 6
S8LT-IVi-23
Week 6
S8LT-IVi-24
Week 7
S8LT-IVj-25
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on the environment
GUIDING OUR TEACHERS: A Briefer on Using the Science MELCs
The K to 12 Basic Education Curriculum is standards-based. The content standards cover a specified scope of topics which sets the essential knowledge
and understanding that must be learned. The performance standards describe the abilities and skills that the learners are expected to demonstrate in relation
to the content standards. These standards are further represented as learning competencies which are the knowledge, skills and attitudes that students need
to demonstrate in every lesson or learning activity.
The current health crisis brought about by the CoViD-19 pandemic is considered as one of the greatest threats in the Philippine basic education. The
challenge to make Education relevant and responsive to the current situation is our primary concern. With the expected decrease in the contact hours of
teaching science brought by the change in schedule of the school year, the Curriculum Standards Development Division of the Bureau of Curriculum
Development has identified learning competencies that are critical. These Most Essential Learning Competencies (MELCs) were identified using the
criterion Endurance. Enduring competencies are those that remain with learners long after a test is completed (Reeves, 2002) or is useful beyond a single test
or unit of study (Many and Horrell, 2014). They also refer to learning competencies which are essential in many professions and in everyday life.
To ensure continuity of the learning progression of our learners, it is important to make sure that learning competencies needed in the understanding
of succeeding concepts in the next grade level are prioritized. Over all, the resulting list still captures the objective of the science program which is the
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development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as a critical problem
solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators.
The table below shows examples of how the Most Essential Learning Competencies in the different Key Stages Matter domain were identified.
KEY STAGE
Retained LC
Key Stage 1
S3MT-Ic-d-2 Classify objects and materials as
solid, liquid, and gas based on some observable
characteristics
Key Stage 2
S5MT-Ih-i-4 Design a product out of local,
recyclable solid and/or liquid materials in making
useful products
Key Stage 3
Key Stage 4
Deleted LC
S3MT-Ia-b-1 Describe different
objects based on their
characteristics (e.g. Shape, Weight,
Volume, Ease of flow);
S5MT- Ie-g-3 Recognize the
importance of recycle, reduce,
reuse, recover and repair in waste
management
S8MT-IIIg- h-11 Trace the
development of the periodic table
3 S8MT-IIIi-j-12 Use the periodic table to predict
from observations based on
the chemical behavior of an element
similarities in properties of
elements
S11/12PS-IIIc-d17 describe the general types of S11/12PS-IIId-e18 give the type of
intermolecular forces
intermolecular forces in the
properties of substances
Justification
Description of shape and weight has been
discussed in Grades 1 and 2 and based on how it
is stated the deleted LC (S3MT-Ia-b-1) can be
covered in the retained LC (S3MT-Ic-d-2).
Furthermore, the ability to classify solids, liquids
and gases based on observable characteristics is a
foundation of other science skills.
The retained LC will already cover the intention of
the deleted LC (S5MTIe-g-3) and will even require
students to be more creative
The deleted LC(S8MT-IIIg- h-11) is deemed not as
essential as the retained LC (S8MT-IIIi-j-12) as it
requires the student to use the properties of
elements to predict the chemical behavior of an
element, hence it is more encompassing.
The deleted LC (S11/12PS-IIId-e18) is subsumed in
the retained LC (S11/12PS-IIIc-d7).
How to Use the MELCS The Science curriculum guide lists the learning competencies (LCs) together with the code, which was set to guide the teachers
the time at which a certain competency is to be delivered. However, since the learning competencies have been reduced to the most essential, the code will
not be of much use. For this reason, the proposed length of time for each of the competency is also included. It should be noted that the time allocation for
the competencies is not a hard and fast rule. Teachers may deviate from the time allocation as long as the LCs are delivered and developed among the
learners. The identified MELCS are broad statements and should be therefore unpacked into learning objectives. In translating the LC into a specific learning
objective, it is best to look into the content and performance standards. Below is an example of learning objectives for the Physics domain of Grade 8 which is
taught in the first quarter.
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Content Standard
The learners
demonstrate
understanding of work
using constant force,
power, gravitational
potential energy,
kinetic energy, and
elastic potential energy
Performance Standard
Learning Competency
The learners should be able to
Identify and explain the factors
develop a written plan and implement that affect potential and kinetic
a “Newton’s Olympics”
energy
Learning Objectives
a. define and differentiate potential and kinetic
energy
b. identify the factors that affect potential energy
c. determine the mathematical variation between
potential energy and mass and height from the
ground
d. compare the values of potential energy of
varying masses at the same elevation from the
ground
e. identify the factors that affect kinetic energy
f. determine the mathematical variation between
kinetic energy and mass and velocity
g. create and explain a concept map involving the
terms kinetic energy, potential energy, mass,
velocity, and elevation
h. demonstrate and explain the Law of
Conservation of Energy using a pendulum
The proposed delivery of the identified LC above is from the middle of the second week up to third week. Since the performance standard, which is to
develop and implement a plan for a “Newton’s Olympics,” involves other LCs, an activity involving a pendulum will provide the learners a first-hand
observation of the nature of the movement of a pendulum bob with respect to kinetic and potential energy. The learners could also be given activities that
relate the impact of an object dropped from a certain height, while varying both the mass and elevation. The impact of the object hitting the ground can then
be equated with the amount of energy it possess.
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