2022 Basic Education Curriculum for Science
Conceptual Framework
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The 2023 Science K to 12 curriculum will provide learners with a repertoire of competencies important for lifelong learning and
in the world of work and in a knowledge-based society. It envisions the development of scientifically, environmentally, and technology
literate and productive members of society who are critical problem solvers, responsible stewards of nature, innovative and creative
citizens, informed decision makers, and collaborative and effective communicators.
The Science curriculum is designed and organized based on three interrelated content strands: understanding and applying
scientific knowledge in local settings as well as global context whenever possible, performing scientific processes and skills, and
developing and demonstrating scientific attitudes and values.
The acquisition of these content strands is facilitated using the following approaches: transdisciplinary approach, science
technology-society approach, problem/issue/design-based learning, and inquiry-based approach. The approaches are based on sound
educational pedagogy namely, constructivism and experiential learning, social cognition learning model, learning style theory, and
brain-based learning or the science of learning.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and
technology in the social, economic, personal and ethical aspects of life. The science curriculum promotes a strong link between science
and technology, including indigenous technology, thus preserving our country’s cultural heritage.
Science 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 stir up 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 and providing opportunities for collaboration, innovation, creative scientific exploration and engineering design.
Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are not taught in isolation, but rather in the context
of Big Ideas in Science 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 interrelated concepts and their applications in real-life situations.
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Assessment is an integral part of teaching and learning, as described in the last part of this shaping document. Regular monitoring
will be done to ensure effectiveness of the implementation of the K to 12 Science curriculum and its responsiveness to the needs of the
learner and the demands of the highly globalized community.
Key Stage 1 Standards
At the end of Grade 3, the learners should have acquired healthful habits and have developed curiosity about self and their
environment using basic process skills of observing, communicating, comparing, classifying, measuring, inferring and predicting. This
curiosity will help learners value science as an important tool in helping them continue to explore their natural and physical environment.
This should also include developing scientific knowledge or concepts.
The Specific Objectives of Key Stage 1 are to ensure that the learners are able to:
a. acquire understanding of the properties of objects around them
b. demonstrate and practice basic science process skills necessary for the conduct of scientific investigations
c. exhibit curiosity and appreciation of the natural world
Key Stage 2 Standards
At the end of Grade 6, the learners should have developed the essential skills of scientific inquiry – designing simple
investigations, using appropriate procedure, and tools to gather evidence, observing patterns, determining relationships, drawing
conclusions based on evidence, and communicating ideas in varied ways to make meaning of the observations and/or changes that occur
in the environment. The content and skills learned will be applied to maintain good health, ensure the protection and improvement of
the environment, and practice safety measures in daily activities.
The Specific Objectives of Key Stage 2 are to ensure that the learners are able to:
a.
b.
c.
d.
acquire knowledge and skills necessary to explain natural phenomena
understand and recall science concepts and connect them with new information
conduct investigation safely using appropriate equipment
communicate scientific observations and ideas accurately
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Key Stage 3 Standards
At the end of Grade 10, the learners should have developed scientific, environmental, and technological and engineering literacy
that would lead to rational choices on issues confronting them. Having been exposed to scientific investigations related to real life, they
should recognize that the central feature of an investigation is that if one variable is changed, the effect of the change on another variable
can be measured. The context of the investigation can be problems at the local or national level to allow them to communicate with
learners in other parts of the Philippines or even from other countries using appropriate technology. The learners should demonstrate an
understanding of science concepts and apply science inquiry skills in addressing real-world problems through scientific investigations.
The Specific Objectives of Key Stage 3 are to ensure that the learners are able to:
a.
b.
c.
d.
apply science concepts in designing scientific investigations and/or possible solutions to real-world problems
evaluate scientific evidence in drawing interpretations and conclusions
exhibit critical and analytical thinking in making decisions in scientific contexts
demonstrate desirable attitudes and skills in conducting scientific investigations
Grade Level Standards
Kindergarten
At the end of Kindergarten, the learners will demonstrate an emerging understanding of the parts of their body and their general
functions; acquire a general understanding of plants, animals and varied materials in their environment and their observable
characteristics; observe general weather conditions and how these influence what they wear; and other things in their environment.
Understanding of their bodies and what is around them is acquired through exploration, posing questions, and careful observation as
they infer patterns, similarities, and differences that will allow them to make sound conclusions.
Grade 1
At the end of Grade 1, learners will be able to describe and locate the external parts of their body; identify external parts of animals
and plants; tell the shape, color, texture, taste, and size of things around them; describe similarities and differences given two objects;
differentiate sounds produced by animals, vehicles, and musical instruments; illustrate how things move; describe the weather and
what to do in different situations; use appropriate terms or vocabulary to describe these features; collect, sort, count, draw, take things
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apart, or make something out of materials available to them; 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.
Grade 2
At the end of Grade 2, learners will be able to practice ways of keeping the sense organs clean; compare two or more objects and using
two or more physical properties; sort things in different ways and give a reason for doing so; describe the weather or certain events at
home or school and express how these are affecting them; do simple measurements of length; 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 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, the learners can understand science as a study of the natural and physical world. They demonstrate basic science
process skills such as observing, measuring, inferring, and classifying. They can describe the functions of the different parts of the body
and the importance of the living and non-living things that make up their surroundings including rocks and soil, bodies of water, plants
and animals, the Sun, Moon and stars. They can also observe the characteristics of matter and classify them as solid, liquid or gas. They
can also infer through investigation that matter changes its phase when affected by temperature. Learners can deduce that living things
are dependent on the environment for their basic needs to ensure the survival of their kind. They can describe how objects move and
what makes them move. They can also identify sources of light, heat, sound, and electricity in their environment and describe their uses
and importance. 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.
Grade 4
At the end of Grade 4, the learners can apply the science process skills as they investigate the changes in some observable
characteristics of materials. They can differentiate decaying from non-decaying materials and use this knowledge to help minimize
waste at home, in school, and in the community. Learners can understand and value the function of the systems of the body and plants.
They can deduce that living things are dependent on the environment for their basic needs and share characteristic traits passed on to
their offspring which ensure the survival of their kind. They can describe an ecosystem’s living and nonliving components. They can
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categorize plants and animals according to where they live and the food they eat. They can measure and explain the movement of
objects in terms of distance and time travelled. Learners can explain the effects of push or pull on the size, shape, and movement of an
object. They can analyze how light and sound travel, and investigate their properties and characteristics. They can investigate which
type of soil is best for certain plants and infer the importance of water in daily activities. They can distinguish the different elements of
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 and how it drives the water cycle and weather patterns.
Grade 5
At the end of Grade 5, the learners can decide whether materials are useful or potentially harmful by investigating some of their
properties. They can apply safety measures in handling and disposing materials. They are also able to identify means to minimize
waste at home, in school, and in the community. They can explain that the organs of the body systems of humans, animals, and plants
work together to carry out its overall function. They can infer that living things grow, change and exhibit predictable features in
different stages of the life cycle. They can also sort plants, animals and microorganisms based on multiple characteristics. They can
also evaluate the beneficial and harmful consequences of interactions among living things. Learners can measure and explain the
movement of objects in terms of speed travelled and represent them graphically. They can infer and describe the effects of friction on
object’s motion. They can analyze how various materials react differently with heat and electricity and how these relate to their
specific uses. Learners can distinguish the various changes to earth materials caused by weathering and erosion. They can design
appropriate emergency plans with their families in preparation for a weather disturbance. They can categorize the different planets
according to their characteristics and illustrate how the motion and position of the moon creates its phases.
Grade 6
At the end of Grade 6, the learners can classify mixtures and recognize that components may be recovered using different physical
separation techniques. They can prepare useful mixtures such as foods, drinks and herbal concoctions and propose solutions to
problems in their community. Learners can deduce how the different organ systems work together. They can determine the different
modes of reproduction in plants and animals and classify animals based on the presence or lack of backbone. They can design and
conduct investigations on plant propagation. They can organize living things in various levels, roles, and adaptive structures. They can
infer and assess the effects of human activities on the roles of organisms. They can measure and explain the movement of objects in
terms of velocity and represent them graphically. Learners can describe how gravity affects motion of people and objects. They can
recognize the different forms of energy such as mechanical (potential and kinetic), thermal/heat, light/radiant, sound, electrical and
chemical, as well as energy transformations they undergo. They can identify and describe the uses of simple machines. They can
compare and contrast the layers of the earth and relate them to earthquake and volcanic eruption and demonstrate what to do when
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they occur. They can infer that the weather follows a pattern in the course of a year. They can deduce the pattern in the change in
appearance of constellations visible in the night sky. They can create models of simple space technologies.
Grade 7
At the end of Grade 7, the learners can distinguish homogenous from heterogeneous mixtures. They can explain the arrangement of
particles as matter changes from one phase to another. They learn how to express concentrations of solutions qualitatively and
quantitatively. They can distinguish mixtures from substances based on a set of properties. Learners can do semi-guided investigations
making sure that the experiment they are conducting is a fair test. Learners can deduce that the cell is the basic unit of structure that
requires materials and energy from the environment for organisms to perform their life-sustaining processes. They can recognize that
living things are organized into different levels and interact with the abiotic factors for their survival. Learners can describe the motion
of objects in terms of acceleration and represent this in graphs, and equations. They can describe various forms of energy and how
they travel through different media as waves. Learners can explain how active faults and active volcanoes generate earthquakes. They
can explain the occurrence of breezes, monsoons, and the Intertropical Convergence Zone and how these weather systems affect
people. They can explain how motion of the Earth causes change in seasons, occurrence of eclipses and the appearance of certain
constellations.
Grade 8
At the end of Grade 8, the learners can demonstrate their knowledge on how net force affects the motion of objects as applied in their
daily activities. They can explain that if a force is applied to an object, work can be done and may cause energy to be transformed. They
can describe how the speed of sound is affected by temperature and explain how light behaves as it travels through different media.
Learners can realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries.
They can also explain how typhoons originate from warm ocean waters; and they can recognize other members of the solar system.
Learners can explain that processes such as digestion, excretion, photosynthesis, and cellular respiration are performed through cellular
activities. They also learn that different patterns of inheritance provide explanations on the variations among species or groups of species.
Using models, learners learn that matter is made up of particles, the smallest of which is the atom. They can understand the different
subatomic particles, specifically the electron, and its distribution in an atom. Furthermore, learners can predict the chemical properties
of elements by using the Periodic Table.
Grade 9
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At the end of Grade 9, the learners can infer that the organ systems work together in transporting materials to carry out their cellular
processes. They can analyze the critical role of deoxyribonucleic acid in the transmission of traits from parents to offspring in which
changes may occur. They can also recognize the varying levels of diversity of organisms in the Philippine ecosystems and help in their
preservation and conservation. Using their understanding of atomic structure learned in Grade 8, learners describe how atoms can form
units called molecules. They also learn about ions. Further, they explain how atoms form bonds (ionic and covalent) with other atoms
by transferring or sharing electrons. Learners can also write and name ionic and covalent compounds. They can also learn that the forces
holding metals together are caused by the attraction between free-flowing electrons and the positively charged metal ions. They can
recognize the different chemical reactions involved in biological and industrial processes affecting life and the environment
Additionally, they can write and balance chemical equations. Learners have gained a deeper understanding on the origin and the
evolutionary history of Earth. They are familiar with climatic phenomena that occur on a global scale. They can explain that the stars in
the sky are born, can die and that they evolve. Learners can the describe the motion of the object under free-fall and explain the
relationship of impulse and momentum. They can infer the relationship between work and heat, explain properties of sound and light
such as diffraction, interference, polarization and Doppler Effect, as well as explain how engines, electric motors and generators work.
Grade 10
At the end of Grade 10, the learners can attribute the natural resources of the Philippines to its geographical location and propose ways
towards sustainable management. They can discuss the evidences, causes, and effects of climate change as well as ways of adaptation
and mitigation. Learners can analyze situations in which energy is harnessed for human use whereby heat is released, affecting the
physical and biological components of the environment. Learners are introduced to the concept of mole, the unit that quantifies the
amount of matter. Learners investigate how gases behave in different conditions based on their knowledge of the motion of and distances
between gas particles. Learners then confirm whether their explanations are consistent with the Kinetic Molecular Theory. They also
learn the relationships between volume, temperature, and pressure using established gas laws. In addition, learners learn that the bonding
characteristics of carbon result in the formation of large variety of compounds. Learners can elaborate how the interconnected functions
of organ systems work to attain homeostasis. They can critically analyze the advantages and disadvantages of biotechnology. They can
also explain that species’ survival arises from evolution.
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SEQUENCE OF DOMAIN/STRANDS PER QUARTER
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
First
Quarter
Matter
Matter
Matter
Matter
Matter
Force,
Motion and
Energy
Earth and
Space
Second
Quarter
Living
Things and
their
Environment
Force,
Motion and
Energy
Living
Things and
their
Environment
Force,
Motion and
Energy
Living
Things and
their
Environment
Force,
Motion and
Energy
Living
Things and
their
Environment
Force,
Motion and
Energy
Living
Things and
their
Environment
Force,
Motion and
Energy
Earth and
Space
Living
Things and
their
Environment
Matter
Earth and
Space
Matter
Earth and
Space
Earth and
Space
Earth and
Space
Earth and
Space
Earth and
Space
Force,
Motion and
Energy
Living
Things and
their
Environment
Third
Quarter
Fourth
Quarter
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Living
Things and
their
Environment
Matter
Force,
Motion and
Energy
GRADE 3
Content
Content
Standards
The learners
demonstrate
understanding
of/that
FIRST QUARTER- Matter
1. Nature of Science Science and the
process skills are
1.1 Science in Our
important in
Daily Life
understanding
how the natural
1.2 Science Process
world works.
Skills
a. observing
b. inferring
c. classifying
d. measuring
1.3 Curiosity at Work
1.4 Science
Equipment
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Performance
Learning Competencies
Standards
The learners should The learners should be able to…
be able to
Code
Illustrate a simple
invention that is
useful in everyday
life, at home or
school.
1. cite objects, activities and natural events
they can observe in the environment leading
to the understanding of science;
S3MT-Ia-1
2. express their views on the importance of
studying science;
S3MT-Ib-2
3. describe the different science process skills
used in performing simple investigations;
S3MT-Ic-3
4. apply the different science process skills
(observing, inferring, measuring, classifying)
in performing simple investigations;
S3MT-Id-4
5. exhibit curiosity in the conduct of guided
science activity (e.g. asking questions,
tinkering with materials);
S3MT-Id-5
6. describe the uses of various science
equipment used in simple investigations (e.g
alcohol lamp, beaker, thermometer, ruler,
hand lens, meterstick, tripod);
S3MT-Ie-6
2. Matter and Its
Properties
2.1 Phases of
Matter (solid,
liquid, gas)
2.2 Characteristics
of Matter (mass,
volume, shape)
Matter can be
classified into
solid, liquid and
gas based on their
observable
characteristics.
Create a simple
house/ community
map showing
examples of matter
(solid, liquid, and
gas) and their
observable
characteristics.
7. identify the three phases of matter;
S3MT-If-7
8. describe the characteristics of matter (mass,
volume, shape);
S3MT-If-8
9. classify objects as solid, liquid, and gas;
S3MT-Ig-9
or
2.3 Classifying
Matter Found at
Home and in
School
3. Changes that
Matter Undergo
Based on their
Characteristics:
3.1 Solid to
Liquid
3.2 Liquid to
Solid
3.3 Liquid to Gas
3.4 Gas to Liquid
3. 5 Solid to Gas
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Create a simple
inventory showing
examples of matter
(solid, liquid, and
gas) found at home
and in school and
their observable
characteristics.
Changes in
temperature
causes matter to
change in state.
Demonstrate or list 10. describe how changes in temperature
S3MT-Ih-10
down procedures
causes matter to change in phase:
on how the state of
a. solid to liquid
matter can be
b. liquid to solid
changed by varying
c. liquid to gas
the temperature
d. gas to liquid
(example: making
e. solid to gas; and
an ice candy,
making yema).
11. cite real-life examples that show change in S3MT-Ii-11
phase of matter.
SECOND QUARTER- Living Things and Their Environment
1. Parts and
Humans, animals, Make a model of a
Function
chosen living thing
and plants have
1.1 Humans
using any readily
body parts that
a. Functions
available
enable them to
of the
recyclable
external body move and perform materials or
their daily
parts of
indigenous
functions.
humans
materials.
1.2 Animals
a. Functions
of the external
body parts of
animals
1.3 Plants
a. Functions
of the external parts
of plants
2. Biodiversity
and Evolution
2.1 Characteristics
of Living Things
a. movement
b. growth
c. reproduction
d. food
consumption
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Living things
respond to their
environment for
survival.
1. state the function of the external body
parts of humans;
S3LT-IIa-12
2. identify the function of the external body
parts of animals (i.e. movement, getting
food);
S3LT-IIb-13
3. classify animals according to body parts
and functions;
S3LT-IIc-14
4. describe ways to properly care for
animals;
S3LT-IIc-15
5. determine the function of the external
parts of plants;
6. describe ways to properly care for plants;
Present in the form 7. explain the characteristics of living things;
of dance, song, role
play/
8. distinguish living things from non-living
dramatization, yell,
things;
or a poem the
different
characteristics of a
chosen living thing.
S3LT-IId-16
S3LT-IId-17
S3LT-IIe-18
S3LT-IIf-19
e. response to
the changes around
them
3. Ecosystems
3.1 Basic
Needs of Plants,
Animals, and
Humans
3.2 Importance
of Plants,
Animals, and
Humans
Food, air, water,
and shelter are the
basic needs of
living things for
them to thrive.
Present a drawing
or a collage of the
basic needs of
humans that are
derived from plants
and animals.
THIRD QUARTER- Force, Motion and Energy
1. Force and Motion An object moves
Prepare a creative
if it changes
output that
1.1 Position of an
position relative to illustrates moving
Object in Relation to a reference point.
objects or animals
a Reference Point
(e.g. story, song,
1.2 Descriptions of
poem,
Motion
dramatization/role
playing, poster,
toy, etc.)
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9. identify the basic needs of humans, plants,
and animals such as air, food, water, and
shelter;
S3LT-IIg-20
10. explain how living things depend on one
another and on the environment to meet
their basic needs; and
S3LT-IIh-21
11. infer that there is a need to protect and
conserve the environment for living things
to survive.
S3LT-IIi-22
1. describe the position of a person or an
object in relation to a reference point (such as
chair, door or another person) in terms of
distance and directions;
S3FE-IIIa-23
2. measure the change in position of a person
or an object in relation to a reference point
using common length-measuring tools (i.e.,
ruler, meter stick, tape measure);
S3FE-IIIb-24
3. Describe how objects are moved by people,
animals, water, wind, magnets, and other
objects (push, pull, drag/roll, carry, rotate,
attract, repel);
S3FE-IIIc-d-25
4. demonstrate different ways on how to make
an object move;
S3FE-IIIe-26
2. Energy
2.1 Sources of Light
Sound, Heat and
Electricity
Light, sound, heat
and electricity are
present in the
environment and
are important in
daily life.
2.2 Uses of Light,
Sound, Heat and
Electricity
FOURTH QUARTER- Earth and Space
1. Earth and Its
Non-living things
Processes
such as rock, air,
water and metals
1.1 The Surroundings as well as land
a. Non-living things forms and bodies
in the environment
of water can be
b. Landforms
found in the
c. Bodies of water
environment and
are sources of
useful products.
2. Weather and
Climate
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Weather affects
our daily activities
and may pose
Design and create a
paper cut
out/picture collage
that shows the
sources of light,
sound, heat and
electricity.
Draw a simple map
of the community
showing the
various landforms
and bodies of
water,
or create a
miniature model
depicting
landforms and
bodies of water
using clay
/crumpled paper.
Record, organize
and present
observations on the
5. Compare the movements of objects through
guided experiments to distinguish fast or slow
motion and whether the object is stretched or
compressed;
S3FE-IIIf-27
6. identify sources of light, sound, heat and
electricity from common objects observed at
home and school;
S3FE-IIIg-28
7. enumerate uses of light, sound, heat, and
electricity; and
S3FE-IIIh-29
8. explain scenarios at home, in school or in
the community that show the uses of light,
sound, heat, and electricity.
S3FE-IIIi-30
1. describe the different non-living things (e.g. S3ES-IVa-31
rocks, soil, water, sunlight, air) found in the
environment;
2. identify useful products made from nonliving things;
S3ES-IVa-b-32
3. distinguish the different landforms and
bodies of water;
S3ES-IVb-c-33
4. describe the different types of weather;
S3ES-IVd-34
2.1 Weather
a. Types of weather
b. Activities during
different types of
weather
c. Weather-related
hazards
d. Safety measures
in different types of
weather
threat to health
and safety.
3. Solar System and Natural objects in
the Universe
the sky affect
one’s daily
3.1 Natural Objects
activities.
in the Sky
a. Natural objects
in the sky during
daytime and
nighttime
b. Activities during
daytime and
nighttime
c. Safety measures
against heat and light
from the sun
changes in the
weather over a
period of 5 to 7
days.
Express ideas
creatively (e.g.
artwork, poster,
poem, song etc.)
about health and
safety measures to
avoid the harmful
effects of Sun’s
heat.
At the end of the
school year,
learners are
expected to exhibit
their outputs in a
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5. infer how changes in weather affect human
activities and how they can sometimes pose
hazards;
S3ES-IVd-e-35
6. practice safety and precautionary measures
in dealing with different types of weather;
S3ES-IVf-36
7. describe the natural objects that are found
in the sky during daytime and nighttime;
S3ES-IVf-g-37
8. explain how the natural objects in the sky
affect daily activities; and
S3ES-IVg-h-38
9. Demonstrate safety measures to avoid the
harmful effects of the Sun’s heat and light.
S3ES-IVi-39
Science
Culmination Day
GRADE 4
Content
Content
Standards
The learners
demonstrate
understanding
of/that
FIRST QUARTER- Matter
1. Nature of
Application of
Science
Science process
skills and
1.1 Science in Our
attitudes are part
Daily Life
of our day-to-day
1.2 Science Process activities.
Skills
1.3 Scientific
Attitudes
1.4 Science
Equipment
Performance
Learning Competencies
Standards
The learners should be able to…
The learners should
be able to
Code
Prepare and act-out
a script
highlighting the
scientific attitudes,
process skills
and/or inventions
of a famous
scientist.
1. identify famous Filipino and foreign
scientists and their inventions;
S4MT-Ia-1
2. exhibit curiosity, honesty and perseverance
in finding answers or solutions in guided
science investigations;
S4MT-Ia-2
3. explain the impact of science through the
different inventions used in everyday life;
S4MT-Ib-3
4. apply science process skills such as
S4MT-Ic-4
observing, inferring, measuring, classifying
and predicting in doing simple
experiments;
S4MT-Id-5
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5. use appropriate science equipment in doing
simple experiments. (e.g. weighing scale,
tape measure, stopwatch);
2. Matter and Its
Properties
2.1. Physical
Properties of Matter
a. Extensive
Properties (mass,
volume, length and
shape)
Physical
properties of
materials
determine the
type of products
formed.
Design/create a
useful product
(e.g. flower vase,
coin bank, pencil
holder etc.) out of
recyclable
materials
considering the
properties of the
material
6. describe the different physical properties of
matter;
S4MT-Ie-6
7. distinguish whether properties of materials
are intensive or extensive;
S4MT-If-7
Changes in
materials can
either retain or
change its
properties.
Produce organic
fertilizers from
household waste
materials (e.g.
banana peel, egg
shells).
8. describe changes in solid materials when
they are bent, pressed, hammered, or cut;
S4MT-Ig-8
9. describe changes in properties of materials
when exposed to certain change in
temperature; and
S4MT-Ih-9
b. Intensive
Properties (color,
hardness, texture,
melting point,
boiling point,
density)
3. Changes that
matter undergo
based on their
characteristics:
3.1. Physical
Change
3.2. Chemical
Change
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10. evaluate the changes in materials whether
physical or chemical.
S4MT-Ii-10
SECOND QUARTER- Living Things and their Environment
1.Parts and
Humans,
Illustrate an organ
1.
Function
animals, and
system and explain
plants are made
its function.
1.1 Humans and
up of organ
Animals
systems which
a. Main Function carry out their
of the Organ
function to
2.
Systems
sustain life
processes such as
1.2 Plants
breathing,
a. Main
digestion,
Function of the
growth,
Organ Systems
movement,
excretion, and
reproduction.
2. Heredity:
Inheritance
and Variation
2.1
Reproduction in
Humans and
Animals
2.2
Observable Traits in
Offspring
3. Biodiversity and
Evolution
NOT FOR SALE
identify the main functions of the following
body systems: muscular, skeletal,
integumentary, digestive, reproductive,
circulatory, respiratory, excretory, and
nervous system;
describe the functions of the root and shoot
system in plants;
Observable
characteristics of
living things are
passed on from
parents to
offspring.
Make a photo
collage of your
relatives and
identify the
similarities in their
physical traits.
3. identify ways how humans and animals
reproduce (giving birth to live young and
laying eggs);
Animals and
plants live in
habitats where
Make a diorama/
terrarium/
herbarium/
5. cite examples of animals and plants in a
particular habitat (i.e. garden, rice field,
S4LT-IIa-11
S4LT-IIb-12
S4LT-IIc-13
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4. determine the similarities and differences of
the offspring to their parents;
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3.1 Animals that
Live on Land or in
Water
3.2 Plants that
Live on Land or
in Water
4. Ecosystem
4.1 Biotic and
Abiotic Factors
4.2 Classification
of Animals
According to the
Food they Eat
their basic needs
are met.
Physical
conditions of the
environment
affect the
survival of living
things.
aquarium showing
animals and plants
that live on land
and in water using
readily available or
recyclable
materials.
Report (written or
oral presentation)
an investigation on
how plants in an
ecosystem are
affected by varying
abiotic factors.
THIRD QUARTER- Force, Motion and Energy
1. Force and
Force affects the Create practical
Motion
shape, size and
solutions to solve
movement of an
real-life problems
1.1 Measuring Time object.
using force.
and Distance Using
Standard Tools.
1.2 Descriptions of
Force
1.3 Effects of Force
on the Shape, Size
NOT FOR SALE
pond, seashore, tree, mangrove swamp,
river);
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6. classify animals and plants based on their
habitat;
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7. demonstrate care and concern for animals
and plants;
8. describe the biotic (humans, animals, and
plants) and abiotic factors (light, water,
temperature, and soil type) of an ecosystem
in which organisms live; and
S4LT-IIh-18
9. classify animals according to the food they
eat. (herbivores, carnivores, and omnivores).
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1. measure the distance covered and the time of
travel of moving objects using standard tools;
S4FE-IIIa-20
2. explain the effects of applied force on the
shape, size and movement of an object;
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3. describe force as applied in daily activities;
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4. practice safety measures in the handling of
materials properly and doing physical activities
that involve application of force;
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5. describe the force exerted by magnets;
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and Movement of
Objects
6. list applications of magnets in daily life;
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7. describe how light and sound travel;
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8. investigate properties of light and sound;
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9. determine the characteristics of sound; and
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10. describe ways on how to protect oneself
from exposure to intense light and sound.
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1.4 Magnetic Force
and Interaction
Between Magnets
2. Energy
2.1 How Light and
Sound Travel
2.2 Properties and
Characteristics of
Light and Sound
2.3 Ways to Protect
Oneself from the
Intense Light and
Sound
Light and sound
travel through
different objects.
Design and/or
create a
prototype/simple
device from locally
available materials
that can protect
oneself from
intense light or
sound using
available or
recyclable
materials.
FOURTH QUARTER- Earth and Space
1. Earth and its
Soil and water
Design and/or
1. distinguish the different types of soil based on
Processes
resources are
construct a simple
its characteristics;
important for
water filtration
1.1 Types of soil
both plants and
device using locally 2. investigate the effect of the types of soil to the
1.2 Soil and growth animals.
available
growth of plants;
of plants
materials.
3. cite the importance of water to plants and
1.3 Water in the
animals;
Environment
a. Sources of
4. explain the use of water from different
water
sources in the context of daily activities;
NOT FOR SALE
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b. Importance of
water
c. Water cycle
2. Weather and
Climate
2.1 Elements of
weather
2.2 Weather
Instruments
2.3 Weather Chart
2.4 Safety
Precautions during
Inclement Weather
3. Solar System
and the Universe
3.1 The Sun as a
Star
3.2 Importance of
the Sun
3.3 Effects of Sun
on Living Things
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5. construct a model that demonstrate the
processes in the water cycle;
Weather can be
observed and
measured
through its
various elements
which include
temperature,
humidity,
atmospheric
pressure, wind,
precipitation and
cloudiness.
Construct a
weather chart
showing recorded
data for 5 to 7 days
observation on the
different elements
of weather.
The sun affects
all organisms and
also provides the
energy needed by
living things on
Earth.
Create an
10. discuss the characteristics of the sun;
improvised
protective gear that 11. infer the importance of the sun to living
protects the body
things; and
from excessive heat
from the sun using 12. describe the effects of the sun to human
recyclable
activities.
materials (e.g.
shades, sun visor).
At the end of the
school year,
learners are
expected to exhibit
their outputs in a
NOT FOR SALE
6. describe the different elements of weather (air
temperature, air pressure, wind speed, wind
direction, humidity, precipitation, cloud);
S4ES-IVe-35
7. use weather instruments to measure and
record the different elements of weather;
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8. make simple interpretations about the weather
as recorded in the weather chart;
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9. demonstrate safety precautions during
different weather conditions;
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S4ES-IVi-41
Science
Culmination Day
Grade 5
Content
Content
Standards
The learners
demonstrate
understanding
of/that
FIRST QUARTER- Matter
1. Nature of
Science
Science
process skills
and the
1.1 Science in Our
scientific
Daily Life
attitudes are
1.2 Science Process necessary in
Skills
developing
1.3 Scientific
awareness
Attitudes
about
1.4 Science
problems in
Equipment
the
community
and proposing
solutions to
address them.
NOT FOR SALE
Performance Standards
The learners should be able to
Learning Competencies
The learners should be able to…
Code
Conduct a survey to determine
the top three environmental
issues in their community, and
then submit a plan to solve these
issues. (to be carried out in
Grade 6).
1. identify issues and concerns in the
community addressed by science;
S5MT-Ia-1
2. apply science process skills such as
observing, inferring, classifying,
predicting, measuring, investigating
and communicating in conducting a
survey about environmental issues
and concern;
S5MT-Ia-2
3. exhibit curiosity, honesty,
perseverance, and open-mindedness
in solving problems in guided
science investigations;
S5MT-Ib-3
4. describe the uses of various science
equipment used in guided
investigations;
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5. demonstrate proper use and
handling of science equipment;
2. Matter and Its
Properties
2.1 Physical
Properties
2.2 Chemical
Properties
2.3 Useful and
Harmful
Materials
Materials have
different
properties that
makes them
useful,
valuable, and
potentially
harmful in our
daily lives.
2.4 Safety
Measures in
Handling and
Disposing
Materials
3. Changes That Changes in
Matter Undergo
materials may
form useful or
3.1. Changes that harmful
are
Useful
& products
Potentially Harmful which may
affect humans
and the
environment.
NOT FOR SALE
Create a
poster/slogan/infographics/leaflet
showing the uses and safety
measures in handling and
disposing of materials (e.g. nonbiodegradable materials,
recyclable materials).
S5MT-Ic-5
6. describe the physical properties of
materials (e.g. hardness, porosity,
elasticity, flexibility, malleability,
ductility, solubility, brittleness,
thermal conductivity);
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7. describe the chemical properties of
materials (e.g combustibility,
flammability, chemical reactivity,
biodegradability);
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8. differentiate physical and chemical
properties of materials;
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9. demonstrate proper handling and
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disposal of materials according to their
properties;
Create a song/blog/vlog/ video 10. investigate whether changes in
clip on how to minimize harmful
materials are useful or harmful;
changes in materials.
11. classify useful and potentially
harmful changes in materials;
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S5MT-Ih-11
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3.2. Ways to
Minimize Harmful
Changes
12. identify how changes in materials
affect the environment and other
living organisms; and
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13. demonstrate ways to minimize
harmful changes in materials.
SECOND QUARTER- Living Things and their Environment
1. Parts and
Body systems Construct a simple model of the
Function
of living
major organs of a human, animal
things are
or plant body system using any
1.1 Humans and
made up of
recycled or readily available
Animals
organs that
materials.
a. Function of
work together
the Major organs of to carry out
the different body
their overall
systems
function.
1.2 Plants
a. Function of
the Major organs of
the shoot and root
system
2. Heredity:
Inheritance and
Variation
2.1 Human Life
Cycles
2.2 Animal Life
Cycles
NOT FOR SALE
Living things
grow, change,
and exhibit
patterns that
define the
different
stages of their
life cycles.
Observe and record in a logbook
the characteristics of a plant or
an animal (fruit fly/ chick/ fish)
during the different stages of its
growth and development over a
period of time.
1. describe the major organs of the
human, animal, and plant organ
systems;
S5LT-IIa-14
2. state the functions of major organs
of the human, animal, and plant
organ systems;
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3. infer that organs work together to
carry out the overall function of an
organ system;
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4. describe the different stages in the
life cycle of humans, animals, and
plants;
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5. differentiate the characteristics of a
butterfly, mosquito, frog, chicken,
and cat in the different stages of its
growth and development;
S5LT-IId-18
2.3 Plant Life
Cycles
3. Biodiversity and Living things
Evolution
can be
grouped
3.1 Major groups according to
of living things
their common
a.
observable
Microorganisms
features.
b. Plants
c. Animals
6. compare the life cycles of humans
(from birth to adulthood), animals
(from egg to mature organism), and
plants (seed, young plant, mature
plant);
Present a table or graph of an
inventory on the number of
plants and animals found in a
particular location (school,
home, garden, or natural park)
according to the major subgroups of living things.
3.1 Microorganisms
3.2 Plants
3.3 Animals
4. Ecosystems
Living things Prepare or act out a creative
depend on
output (comic strip, labelled
4.1 Beneficial
each other to
drawing/cut-outs/diagram, role
Interactions survive and
play, video) that exhibits the
4.2 Exploitativ these
interaction among living things.
e
interactions
Interactions may be
competitive or
beneficial.
THIRD QUARTER- Force, Motion and Energy
NOT FOR SALE
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7. differentiate the characteristics of
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organisms which belong to the subgroup of microorganisms
(microscopic fungi, bacteria),
animals (insects, fishes, birds,
amphibians, reptiles, mammals) and
plants (flowering, non-flowering
plants);
8. classify plants and animals
according to common observable
features;
S5LT-IIg-21
9. suggest proper ways to protect and
conserve animals and plants;
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10. describe the relationships
(mutualism, competition,
commensalism, parasitism,
predation) between organisms in an
ecosystem; and
S5LT-IIh-23
11. discuss that interactions may result
to beneficial or harmful effects to
organisms.
S5LT-IIi-24
1. Force and
Motion
1.1 Measuring
Speed
1.2 Graphical
representations of
speed
The motion of Create a toy car out of recyclable
an object can
materials and describe its speed
be described
through graphical representation.
in terms of
speed. Friction
affects the
motion of an
object.
1.3 Friction
a. Description of
friction
b. Effects of
friction on
objects’ motion
2. Energy
Heat, sound,
light and
2.1 Heat
electricity
interact with
2.2 Conductors of
Heat and Electricity different
objects.
2.3 Absorption and
Transmission of
Light and Heat
2.4 Electricity and
Magnetism
a. circuits
b. electromagnets
Construct a tool or device using
electromagnet that is useful for
the home, school and/or
community (e.g. DIY paper
speaker, electromagnet model,
etc.).
1. measure the speed of moving
objects using standard tools;
2. construct and interpret graphical
representation of speed of moving
objects;
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S5FE-IIIa-26
3. describe the effect of friction on the
motion of objects;
S5FE-IIIb-27
4. infer how friction affects
movements of different objects;
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5. describe how heat travels;
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6. explain why some materials are
good conductors of heat and
electricity;
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7. infer how black and colored objects
affect the ability to absorb heat;
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8. identify the conditions necessary to
make a bulb light up;
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9. differentiate series and parallel
circuits;
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NOT FOR SALE
10. infer that electricity can be used to
produce magnets; and
FOURTH QUARTER- Earth and Space
1. Earth and its
Weathering
Propose a solution that reduces
Processes
soil erosion in the community
and soil
erosion shape (including sedimentation inside
1.1 Processes that
drainage pipes).
the Earth’s
Shape Earth’s
surface by
Surface
breaking
a. Weathering
down rocks
b. Erosion
and
transporting
them.
2. Weather and
Weather
Create a video weather report or
Climate
act out a TV weather broadcast
disturbances
segment explaining a weather
are
2.1 Weather
disturbance.
characterized
Disturbances
by low
a. Types of
pressure,
weather
strong winds,
disturbances
cloud cover,
b. Effects of
precipitation
weather
disturbances on and
sometimes
daily life
lightning and
thunder which
NOT FOR SALE
11. perform an experiment to
determine the factors that affect the
strength of the electromagnet.
S5FE-IIIi-35
1. describe how rocks turn into soil;
S5ES-IVa-36
2. demonstrate how weathering and
erosion help break down and transport
Earth materials:
S5ES-IVb-37
3. investigate the extent of soil erosion
in the community and its effect on
living things;
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4. describe the different types of
weather disturbances;
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5. describe the effects of winds given a S5ES-IVd-e-40
public storm warning signal;
6. compare the changes in the weather
before, during and after a typhoon;
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7. describe the effects of the different
weather disturbances to daily life.
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3. Solar System
and the Universe
3.1 The Planets of
the Solar System
3.2 Phases of the
Moon
affects our
daily life.
The planets
and natural
satellites in
the solar
system are
classified
according to
their physical
features and
composition.
Construct a scale model of the
sun and the inner planets of the
solar system showing the
planet’s relative sizes and
distances from the sun.
8. distinguish the characteristics of the
planets of the solar system;
S5ES-IVg-h-43
9. demonstrate the revolution of the
moon around the Earth using
appropriate materials to explain its
phases; and
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10. infer the pattern in the changes in
the appearance of the moon.
S5ES-IVi-45
The
appearance of
the moon
changes
depending on
its position in
relation to the
Earth and the
sun.
At the end of the school year,
learners are expected to exhibit
their outputs in a Science
Culmination Day
Grade 6
Content
NOT FOR SALE
Content
Standards
Performance
Standards
Learning Competencies
The learners should be able to…
Code
The learners
demonstrate
understanding
of/that
FIRST QUARTER- Matter
I. Nature of
Using appropriate
Science
tools and
equipment and
1.1 Science in Our
applying science
Daily Life
process skills and
1.2 Science Process attitudes are
Skills
necessary in
addressing
environmental
1.3 Scientific
issues in the
Attitudes
community.
1.4 Science
Equipment
2. Matter and Its
Properties
2.1 Mixture and
their Characteristics
2.2 Kinds of
Mixtures
a. Homogenous
mixtures (solutions)
NOT FOR SALE
Mixtures can be
classified
according to their
characteristics and
composition
The learners
should be able to
Carry out the
proposed solutions
to address
common
environmental
issues in the
community (e.g.
poster campaign,
slogan-making,
tree planting,
recycling, coastal
clean-up drive,
improvised tool)
Prepare useful
mixtures such as
drinks, food, and
herbal
concoctions.
1. apply science process skills such as
observing, inferring, classifying, measuring,
predicting, investigating and communicating in
doing guided science investigations;
S6MT-Ia1
2. exhibit curiosity, honesty, perseverance,
open-mindedness, and objectivity in finding
answers and solutions in doing guided science
investigations;
S6MT-Ib-2
3. identify the parts and functions of compound
microscope;
S6MT-Ic-3
4. demonstrate proper handling and storing of a
compound microscope.
S6MT-Id-4
5. describe the appearance of homogeneous and
heterogeneous mixtures;
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6. cite examples of homogeneous and
heterogeneous mixtures;
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7. distinguish solutions, colloid and suspension
based on their characteristics and uses;
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8. cite the importance of mixtures;
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b. Heterogeneous
mixtures (colloids,
suspensions)
1.3 Importance of
Mixtures
3. Separating
Mixtures
3.1 Ways of
Separating Mixtures
3.2 Benefits of
Separating Mixtures
Different ways of
separating
mixtures are
useful in forming
products.
Create an
improvised tool in
separating
mixtures using
readily available
materials in their
community.
9. demonstrate various techniques in separating
mixtures such as decantation, winnowing,
scooping, picking, evaporation, filtering, sieving
and using magnet; and
S6MT-Ih-9
10. infer the benefits of separating mixtures in
preparing useful products.
S6MT-Ii-10
SECOND QUARTER -Living Things and their Environment
1. Parts and
Organ systems
Make a 3D model 1. determine human organ systems that closely
Function
work together for showing how the
work together;
the growth and
different organs
1.1 Humans and
survival of the
systems interact
2. explain how the human organ systems work
Animals
organism.
with one another
together;
a. Musculousing readily
skeletal system
available
3. describe how the organs (leaf, stem, roots) of
b. Digestive,
materials.
the transport system in plants work together;
respiratory, and
circulatory system
1.2 Plants
a. Transport
system
NOT FOR SALE
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S6LT-IIa-b12
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2. Heredity:
Inheritance and
Variation
2.1 Modes of
Reproduction in
Plants
Living things
reproduce in
different ways to
maintain the
existence of their
own kind.
Make a survey on 4. compare the different modes of reproduction
the different plant
in plants. (pollination, seed production, plant
propagation
propagation such as cutting, budding, layering,
methods used in
grafting, marcotting);
the community
and prepare a
5. explain the different modes of reproduction in
presentation of the
animals and microorganisms. (binary fission,
results through any budding, fragmentation, regeneration);
type of graphical
representation.
S6LT-IIc-14
Different kinds of
animals and
plants adapt in
various
environments to
thrive.
Write a narrative
or an expository
essay on how a
plant, an animal,
or groups of plants
or animals in your
home, school, or
community adapt
to changes in the
environment.
6. distinguish the characteristics of vertebrates
(fish, amphibians, reptiles, birds, mammals)
and invertebrates (sponges, jellyfish,
roundworms, flatworms, segmented worms
(annelids), arthropods, mollusks, insects,
echinoderms);
S6LT-IIe-16
7. cite examples of specialized structures (stems,
leaves, roots) in plants;
S6LT-IIf-17
8. explain the different adaptation of animals in
response to their environment (migration,
hibernation, mimicry, camouflage);
S6LT-IIg-18
9. infer how animals and plants adapt to
unfavorable conditions in the environment;
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2.2 Modes of
Reproduction in
Animals and
Microorganisms
3. Biodiversity and
Evolution
3.1 Vertebrates
and Invertebrates
3.2 Adaptation of
Animals and Plants
in their Environment
or
Create a pop-up
book (with or
without a pull tab)
of a chosen
structural or
behavioral
NOT FOR SALE
S6LT-IId-15
4. Ecosystems
4.1 Roles of living
things (producers,
consumers,
decomposers)
4.2 Food Chain
4.3 Food Web
Interdependence
exists among all
organisms for
sustenance.
adaptation of a
plant or an animal.
Design an
interactive food
web with proper
labels (name and
role of the living
things) using any
productivity tool
(MS office or
other online tools).
THIRD QUARTER- Force, Motion and Energy
1. Force and
The motion of an Construct a
Motion
container made of
object can be
described through available materials
1.1 Measuring
that will protect an
its velocity.
Velocity
object (e.g. raw
Gravitational
1.2 Graphical
egg or other brittle
force affects the
Representations of
materials) from
motion of an
Velocity
breaking after
falling from a
object.
1.3 Gravity
height.
a. Description of
gravitational
force
b. Effects of
gravitational
force on
NOT FOR SALE
10. identify the different roles of living things in
the environment (producers, consumers,
scavengers, decomposers);
S6LT-IIh-20
11. analyze the roles of the different living
things in the given food chain or food web;
and
S6LT-IIh-21
12. evaluate the effects of human activities
(reforestation, recycling, overpopulation,
pollution, overexploitation, introduction of
invasive species) on the roles of organisms in
a food chain.
S6LT-IIi-22
1. distinguish speed and velocity;
S6FE-IIIa-23
2. measure the velocities of objects;
S6FE-IIIb-24
3. construct and interpret the graph of velocity
of various objects (increasing/ decreasing/
constant velocity);
S6FE-IIIc-25
4. describe the effect of gravity on the motion of
objects;
S6FE-IIId-26
objects’ motion
2.Energy
2.1 Forms of energy
Energy can be
converted from
one form to
another.
2.2 Energy
Transformation
2.3 Types of Simple
Machines
Create a device
that demonstrates
transformation of
energy from
combining simple
machines that can
perform a simple
task (e.g.
compound
machines,
catapult, Goldberg
machines, etc.).
5. distinguish between KE and PE;
S6FE-IIIe-27
6. recognize various forms of energy in daily
activities (mechanical, light/radiant, sound,
thermal, electrical, chemical);
S6FE-IIIf-28
7. explain how energy can be transformed from
one form to another;
S6FE-IIIg-29
8. identify examples of simple machines found
at home, in school and in the community; and
S6FE-IIIh-30
9. cite the practical uses of simple machines
S6FE-IIIi-31
FOURTH QUARTER- Earth and Space
1. Earth and its
Earthquakes and
Processes
volcanic eruptions
cause changes on
1.1 Layers of the
Earth’s surface
Earth
and affect the
1.2 Earthquakes
environment as
1.3 Volcanic
well as the lives
Structure
of people and
1.4 Safety
animals.
Precautionary
Measures Before,
During and After
Earthquake,
NOT FOR SALE
Design an
evacuation plan:
Draw a map of
your house or
school and mark
the exits. Trace a
line to proceed to
the evacuation
area passing
through the
shortest and safest
path.
1. describe the layers of the Earth’s interior;
S6ES-IVa-32
2. describe the structure of a volcano;
S6ES-IVa-33
3. differentiate volcanoes according to cone
shape;
S6ES-IVb-34
4. distinguish the changes on the Earth’s surface
as a result of earthquake and volcanic
eruptions;
S6ES-IVb-35
5. demonstrate what to do before, during and
after an earthquake, a volcanic eruption and a
tsunami.
S6ES-IVc-36
Volcanic Eruptions,
and Tsunami
2. Weather and
Climate
2.1 Weather
Patterns
a. Seasons in the
Philippines
b. Seasons and the
movement and
tilt of the Earth
c. Effects of
seasons to
human
activities
3. Solar System
and the Universe
3.1 Motions of the
Earth
3.2 Patterns of Stars
3.3 Space
Technologies
a. Telescopes
b. Space probes
and rockets
NOT FOR SALE
Weather and
climate have a
predictable
pattern throughout
the year which
affects human
activities.
Interview food
6. describe the different seasons in the
vendors/canteen
Philippines;
owners in the
community. Make 7. suggest activities that are appropriate for
an inventory of
specific seasons in the Philippines;
best-selling foods
during various
seasons. Propose a
simple business
plan promoting
local cuisine
appropriate to each
of the seasons.
S6ES-IVd-37
The movement of
the Earth
determines the
visible
constellation in
the night sky in a
given month.
Using online
8. demonstrate rotation and revolution of the
sources, construct
Earth using a globe to explain day and night
a planisphere
and the sequence of seasons;
appropriate for the
Philippines’
9. describe the changes in the direction and
location. Make a
length of shadows in the surrounding as the
table showing the
position of the sun changes;
rising and setting
times of at least 15 10. infer the reason for the different star patterns
constellations for a
visible at a particular time of the year; and
particular month.
11. state the importance of various space
technologies such as telescopes and space
probes in studying the universe.
S6ES-IVf-39
S6ES-IVe-38
S6ES-IVg-40
S6ES-IVg-h-41
S6ES-IVi-42
At the end of the
school year,
learners are
expected to exhibit
their outputs in a
Science
Culmination Day
GRADE 7
Content
Content
Standards
Performance
Standards
The learners
demonstrate
understanding
of/that
The learners should
be able to
Learning Competencies
Code
The learners should be able to…
FIRST QUARTER- Matter
1. Nature of Science
1.1 Scientific Method
1.2. Microscopy
1.3 Measurement
a. Fundamental
Quantities
b. Significant figures
c. Precision and
Accuracy
d. Organizing
collected data
NOT FOR SALE
Science follows
a scientific way
of acquiring
knowledge and
solving
problems
Investigate sciencerelated problems
using the nature of
science, and present
evidence through a
laboratory report.
1. describe the steps of a scientific
investigation;
S7MT-Ia-1
2. follow appropriate steps when
carrying out scientific investigation;
S7MT-Ib-2
3. apply proper techniques in using a
microscope to observe specimens;
S7MT-Ib-3
4. make precise and accurate
measurements using standard units for
physical quantities;
S7MT-Ic-4
5. organize collected data from a
scientific investigation;
2. The Particle Nature
of Matter
2.1 Properties of Solid,
Liquid, and Gas
Effects of Heat on the
Particle Nature of
Matter
The properties
and the phase
changes of
matter can be
explained by
the particle
nature of
matter.
3. Diversity of Materials Diverse
in the Environment
materials
commonly used
3.1 Pure Substances
in daily life and
a. Elements
found in the
(Metals,
environment are
Metalloids, Non- examples of
metals)
matter that may
b. Compounds
be classified
b.1 Organic and
based on their
inorganic
properties.
compounds
b.2 Acids, bases
and salts
(household acids,
bases and salts)
NOT FOR SALE
S7MT-Ic-5
Create a video
presentation, poster or
other media
explaining how matter
can be changed from
one phase to another.
6. describe the arrangement, relative S7MT-Id-6
spacing, and relative motion of the
particles in each of the three states of
matter;
Prepare different
mixtures based on
their properties and
uses
8. describe the properties of elements and
compounds;
7. explain the solid-liquid, liquid-vapor,
S7MT-Id-7
and solid-vapor (and vice versa) phase
changes in terms of particle
arrangement and energy changes;
S7MT-Ie-8
9. distinguish metals, non-metals and
metalloids based on their properties;
S7MT-If-9
10. differentiate inorganic and organic
compounds based on their component
elements;
S7MT-If-10
11. list common acids, bases, and salts
found at home and in school;
S7MT-Ig-11
12. distinguish solute, solvent, and
solution;
S7MT-Ig-12
3.2 Mixtures
a. Solutions (solute
and solvent)
b. Factors affecting
solubility
(stirring, particle
size, temperature)
c. Saturation of
solutions
d. Concentrations of
solutions
d.1 Percent by
mass
d.2 Percent by
volume
e. Naturally occurring
and processed
solutions
13. demonstrate how different factors
affect the solubility of a solute in a
given solvent;
S7MT-Ig-13
14. investigate solutions (unsaturated,
saturated, and supersaturated) based
on the amount of solute present;
S7MT-Ih-14
15. express concentrations of solutions
quantitatively;
S7MT-Ih-15
16. cite examples of natural solutions and
processed solutions and their uses;
and
S7MT-Ii-16
17. classify matter based on their
properties.
S7MT-Ii-17
SECOND QUARTER- Living Things and their Environment
1.Structures and
Functions
1.1 Biomolecules
1.2 Cells
a. History of the cell
b. The Cell Theory
NOT FOR SALE
Cells are made
up of organic
molecules and
perform lifesustaining tasks.
Make an infographic
showing the analogy
of the parts and
functions of the cell
by selecting a setting
(i.e. community,
factory, house,
hospital).
1. state the composition and functions of
the different biomolecules
(carbohydrates, proteins, lipids, and
nucleic acids);
S7LT-IIa-18
2. explain how the cell theory was
derived from the propositions of the
different scientists (Hooke, Schleiden,
Schwann, Virchow);
S7LT-IIb-19
c. Parts of the cell
3. identify the parts of the cell and their
functions;
d. Prokaryotic and
eukaryotic cell
4. distinguish prokaryotic from
eukaryotic cells according to form and
cell structures;
1.3 Transport
Mechanisms in Cells
5. differentiate eukaryotic cells (plant and
animal cells) according to presence or
absence of certain organelles;
6. differentiate active and passive
transport in cells;
2. Heredity: Inheritance
and Variation
2.1 Sexual
Reproduction
a. Fertilization
2.2 Chromosomes
2.3 Cell Cycle
a. Interphase
b. Cell division
b.1 Mitosis
b.2 Meiosis
2.4 Chromosomal
Aberrations
Behavior of
chromosomes
determine the
outcome of
cellular
reproduction.
S7LT-IIc-21
S7LT-IIc-22
S7LT-IId-23
Make a model (from
edible or recyclable
materials) to
represent all stages of
the cell division
(mitosis or meiosis).
7. differentiate sexual from asexual
reproduction in terms of:
a. number of parents involved;
b. similarities of offspring to parents;
or
9. describe chromosomes based on
structure, composition, and function;
S7LT-IIf-26
10. explain how cells undergo
reproduction through the cell cycle;
S7LT-IIf-27
Create a flipbook
showing the stages of
the cell cycle.
S7LT-IIe-24
S7LT-IIe-25
8. describe the process of fertilization;
11. compare mitosis and meiosis, and
their role in the cell cycle;
12. describe the different chromosomal
aberrations caused by nondisjunction
(Turner’s syndrome, Down syndrome,
Klinefelter’s syndrome);
NOT FOR SALE
S7LT-IIb-20
S7LT-IIg-28
S7LT-IIg-29
3. Biodiversity and
Evolution
3.1 Levels of
Biological Organization
(cells, tissues, organs,
organ systems, organism,
population, community,
ecosystem, biosphere)
4. Ecosystems
4.1 Flow of Energy and
Matter in Ecosystems
a. Trophic levels
b. Cycling of materials
in the ecosystem
b.1 Water cycle
(include transpiration)
b.2 Oxygen-carbon
cycle
b.3 Nitrogen cycle
The
organization of
life arises from
the interaction
of its
components.
Make a representation
(i.e. accordion / popup / foldable book / epop-up, etc.) showing
the different levels of
biological
organization.
13. relate the levels of biological
organization with one another;
Organisms
perform
different roles
in the transfer
of energy and
nutrients in the
ecosystem.
Create your own
visual representation
(i.e. poster/model/eposter) explaining the
trophic level or
nutrient cycle in a
chosen ecosystem.
14. describe how energy is transferred
between organisms from one trophic
level to another; and
15. explain the role of organisms in the
nutrient cycles (water, carbon, nitrogen,
and oxygen).
S7LT-IIh-30
S7LT-IIh-31
S7LT-IIi-32
THIRD QUARTER- Force, Motion and Energy
1. Force and Motion
1. Motion in One
Dimension
1.1 Description of
Motion
a. Meaning of
acceleration
NOT FOR SALE
The motion of
an object can
also be
described
through its
acceleration. An
object
Design and construct
a model/ experiment/
situation that
demonstrates
acceleration using
locally available
materials (e.g.,
balloon toy
1. identify real-life situations where an
object is accelerating;
2. discover patterns of motion using
digital simulations;
3. construct a velocity vs. time graph that
represents accelerating motion;
S7FE-IIIa-33
S7FE-IIIa-34
S7FE-IIIb-35
b. Graphical
representations of
acceleration
accelerates if it
changes its
velocity.
2. Energy
2.1 Waves
a. Types of waves
according to the motion
of the particles
a.1 transverse wave
a.2. longitudinal
wave
b. Types of waves
according to medium
b.1.mechanical
wave
b.2.electromagnetic
waves
c. Characteristics of
waves
d. Properties of waves
(reflection and
refraction)
2.2 Sound
a. Subjective and
objective characteristics
of sound
NOT FOR SALE
Waves carry
energy and can
be described
through their
characteristics
and properties.
Sound, thermal,
light and
electricity are
car/marble roller
coaster/catapult/ball
launcher/paper ball
run challenge, etc.)
Design and construct
a sample project that
shows characteristics
or properties of the
various forms of
energy (e.g., straw
pan flute/stick
harmonica/bottle
orchestra/solar bottle
bulbs/color mixing
with light/sound or
thermal
insulation/effects of
static electricity, etc.)
4. infer that waves carry energy;
S7FE-IIIb-36
5. differentiate transverse from
longitudinal waves, and mechanical from
electromagnetic waves;
S7FE-IIIc-37
6. describe the characteristics of waves in
terms of amplitude, frequency,
wavelength, and speed;
S7FE-IIIc-38
7. perform an activity to demonstrate the
reflection and refraction of waves;
S7FE-IIId-39
8. relate characteristics of sound such as
pitch and loudness to frequency and
amplitude;
S7FE-IIIe-40
9. relate characteristics of light such as
color and intensity to wavelength and
amplitude;
S7FE-IIIf-41
10. explain the hierarchy of the colors of
light in relation to its characteristics;
S7FE-IIIf-42
11. investigate heat transfer by
conduction, convection, and radiation;
S7FE-IIIg-43
S7FE-IIIh-44
2.3 Light
a. characteristics of
light (intensity and color)
forms of
energy.
12. cite examples of applications of
conduction, convection and radiation in
everyday life;
2.4 Heat transfer
a. conduction
b. convection
c. radiation
1.1 Earthquakes and
Faults
a. Types of Fault
b. Active and inactive
Faults
c. Movement along
faults
d. Earthquake focus
and epicenter
e. Seismic waves
NOT FOR SALE
Movements
along the faults
and volcanic
activity cause
earthquakes.
13. explain the phenomenon of static
electricity using the concept of charges;
S7FE-IIIi-46
14. identify materials found at home and
in the community that are conductors and
insulators of electricity; and
S7FE-IIIi-47
15. describe the different types of
charging processes.
2.5. Electricity
a. static electricity
b. charges
c. charging process
FOURTH QUARTER- Earth and Space
1. Earth and its
Processes
S7FE-IIIh-45
Make an assessment
of a house as to its
compliance to
structural readiness
during earthquake
and/or volcanic
eruption using a given
checklist (e.g.
checklist based on the
Phivolcs or DRRM).
Provide
recommendations
based on the findings
in the checklist.
1. differentiate active and inactive faults;
S7ES-IVa-48
2. explain how movements along faults
generate earthquakes using models or
illustrations;
S7ES-IVa-49
3. differentiate the
a. epicenter of an earthquake from its
focus;
b. intensity of an earthquake from its
magnitude;
S7ES-IVb-50
4. infer on the internal structure of the
Earth based on seismic evidence;
S7ES-IVb-51
5. demonstrate how underwater
earthquakes may generate tsunamis;
S7ES-IVb-52
f. Magnitude and
intensity of
earthquake
g. Earthquake and
tsunami
6. describe the different types of
volcanoes according to:
1.2 Volcanoes
a. Types of volcanic
eruption
b. Energy from
volcanoes
2. Weather and Climate
2.1. Layers of the
Atmosphere
2.2. Land and Sea Breeze
2.3. Monsoons
2.4. Intertropical
Convergence Zone
3. Solar System and the
Universe
3.1. Seasons
a. Relation of seasons to
the position of the Sun in
the sky
NOT FOR SALE
S7ES-IVc-53
a. activity
b. eruption;
7. explain how and what happens when
volcanoes erupt;
S7ES-IVc-54
8. explain how energy from volcanoes
may be tapped for human use;
S7ES-IVd-55
Different
weather
phenomena
which occur in
the atmosphere
may affect our
daily life.
Design a model of an
innovative house that
can adapt to the
different weather
conditions in the
country.
9. explain how energy from the Sun
interacts with the layers of the
atmosphere;
The revolution
and the rotation
of the Earth
cause
observable
patterns such as
day and night;
Construct a sundial
that can correctly
identify the time of
the day.
11. explain how the tilt of the Earth
affects the changes in the length of
daytime at different times of the year
using models;
S7ES-IVf-58
12. investigate the relation between the
tilt and movement of the Earth to the
altitude of the sun in the sky;
S7ES-IVg-59
10. infer that the Solar energy accounts
for the occurrence of land and sea
breezes, monsoons, and Intertropical
Convergence Zone (ITCZ);
S7ES-IVe-56
S7ES-IVe-f-57
3.2. Constellations
a. Circumpolar
b. Seasonal
c. Zodiacal
d. Motions of the Earth
and the Constellations
daily changes in
the length and
direction of
shadows;
variation in the
length of
daytime and
nighttime
within a year,
and different
positions of the
Sun and stars at
different times
of the year.
13. relate how the amount of energy
received from the sun is affected by the
latitude and the location of the Earth in
its orbit;
14. explain the importance of
constellations to specify directions and
indicate seasons; and
NOT FOR SALE
S7ES-IVh-i-61
15. show which constellations may be
observed at different times of the year.
S7ES-IVi-62
At the end of the
school year, learners
are expected to
exhibit their outputs
in a Science
Culmination Day
GRADE 8
S7ES-IVh-60
Content
Content
Standards
Performance
Standards
The learners
demonstrate
understanding
of/that…
The learners should
be able to…
Learning Competencies
Code
The learners should be able to…
FIRST QUARTER- Force, Motion and Energy
1. Force and Motion
1.1 Balanced and
Unbalanced force
1.2 Laws of Motion
a. Law of inertia
b. Law of acceleration
c. Law of interaction
The Laws of
Motion describe
the motion of
objects acted
upon by
balanced or
unbalanced
forces.
Develop a game
mechanics and
conduct Newton’s
Olympics I based on
the Laws of Motion.
1. cite situations to illustrate balanced and
unbalanced forces;
2. create free- body diagrams to show
balanced and unbalanced forces;
3. investigate the relationship among
force, acceleration and mass of an object;
4. construct a graphical representation
showing the relationship among force,
mass and acceleration;
5. infer that equal but opposite forces are
exerted between two interacting objects;
NOT FOR SALE
S8FE-Ia-1
S8FE-Ia-2
S8FE-Ib-3
S8FE-Ib-4
S8FE-Ic-5
2. Energy
2.1 Work and Power
Energy cannot
be created nor
destroyed.
a. Definition of work
and power
b. Mechanical energy
( Potential and
Kinetic energy)
c. Law of
Conservation of
Mechanical Energy
2.2 Sound
a. Speed of sound
and temperature
2.3 Light
a. Reflection of light
a.1 law of reflection
b. Refraction of light
in different media
c. characteristics of
visible light (colors and
energy)
Construct a roller
coaster model that
shows the law of
mechanical energy
using available
materials
(recyclable materials
like cardboard from
used box, drinking
straws and used
barbecue sticks)
Sound and light
waves bounceoff and travel at
different speeds
in various
media.
6. identify situations when work is done
and when no work is done;
7. describe how work is related to power
and energy;
8. apply work and power equations in
solving word problems;
9. relate KE to the speed of an object and
PE to its position;
S8FE-Ic-7
S8FE-Id-8
S8FE-Id-9
10. explain how work is related to change
in the PE and KE;
S8FE-Ie-10
11. Explain the Law of Conservation of
Energy;
S8FE-Ie-11
12. infer the effect of temperature to the
speed of sound;
S8FE-If-12
13. infer how sound changes when the
source or receiver of sound is moving;
S8FE-If-13
14. explain how smoothness or roughness
of surface affects reflection of light;
S8FE-Ig-14
15. perform an experiment that shows the
relationship between the angle of
incidence and the angle of reflection;
S8FE-Ig-15
16. infer the behavior of light as it passes
through different media;
17. explain the difference between heat
and temperature at the molecular level;
NOT FOR SALE
S8FE-Ic-6
S8FE-Ih-16
S8FE-Ih-17
2.4. Heat and
Temperature
a. Thermal equilibrium
b. Effects of heat
b.1 Change in
temperature
b.2 Thermal
expansion
18. demonstrate how thermal equilibrium
is attained; and
Heat is the flow
of energy that is
caused by the
difference in
temperature
19. investigate the effect of heat on
expansion or contraction of matter.
S8FE-Ii-18
S8FE-Ii-19
SECOND QUARTER- Earth and Space
1. Earth and its
Processes
1.1 Plate Tectonics
a. Global distribution
of volcanoes,
earthquake
epicenters and
mountain ranges
b. Internal structure of
the Earth
c. Plate boundaries
d. Processes and
landforms along
plate boundaries
e. Mechanisms that
drive plate
movement
f. Evidences of plate
movement
NOT FOR SALE
Evidences such
as the the
locations of
volcanoes,
earthquake
epicenters, and
the formation of
mountain ranges
and trenches
support the
Plate Tectonics
Theory.
Make a creative
output (narrative,
comics, videos, slide
presentations, etc.)
predicting the
outcomes of the
movement of the
continents based on
the identified
convergent, divergent
and transform
motions of the
tectonic plates.
1. describe the distribution of active
volcanoes, Earthquake epicenters, and
major mountain belts;
S8ES-IIa-20
2. describe the internal structure of the
Earth;
3. differentiate the types of plate
boundaries;
S8ES-IIb-21
4. explain the mechanism that causes the
different processes that occur on the plate
boundaries;
S8ES-IIc-22
5. identify the evidences used to
understand the movement of the tectonic
plates;
S8ES-IIc-23
S8ES-IId-24
2. Weather and
Climate
Landforms and
bodies of water
affect typhoons
2.1. Understanding
Typhoons
a. Formation of
Typhoon
b. Location of the
Philippines and the
occurrence of
typhoons
c. Landforms and
bodies of water
affecting typhoons
within the Philippine
Area of
Responsibility (PAR)
3. Solar System and
the Universe
3.1. Sun-Earth-Moon
System
a. Eclipses
a.1. Solar eclipse
a.2. Lunar eclipse
b. Ocean tides
NOT FOR SALE
The interaction
between the
Sun, Earth and
moon causes
eclipses and
tides.
Comets,
meteoroids,
asteroids, and
dwarf planets
Design and construct
a model house to
withstand a
simulation of wind
speed in a typhoon,
test the model and
redesign if needed.
6. explain how typhoons develop;
S8ES-IId-25
7. infer why the Philippines is prone to
typhoons;
S8ES-IId-26
8. discuss how landforms and bodies of
water affect typhoons;
S8ES-IIe-27
9. trace the path of typhoons that enter the
Philippine Area of Responsibility (PAR)
using a map and a record of tracking data;
S8ES-IIf-28
Make a survey of
superstitious beliefs
in the community
about heavenly
bodies (moon,
planets, stars, meteors
and comets). Provide
explanations that
these superstitious
10. demonstrate how solar and lunar
eclipses occur using models;
S8ES-IIf-29
S8ES-IIg-30
11. relate the positions of the Earth, moon
and sun with the occurrence of tides;
12. distinguish among comets,
meteoroids, asteroids, and dwarf planets;
and
13. discuss the regular occurrence of
meteor showers.
S8ES-IIh-31
S8ES-IIi-32
3.2. Other Members of
the Solar System
a. Comets
b. Meteoroids
c. Asteroids
d. Dwarf planets
provide insights beliefs have no
on the formation scientific basis.
of the solar
system.
THIRD QUARTER- Living Things and their Environment
1.Structures and
Functions
1.1 Processes in the
Human Body
a. Digestion
b. Excretion
NOT FOR SALE
Food substances
are processed,
absorbed, and
assimilated in
the digestive
system and
unused
substances are
released from
the body
through
excretion.
Make a board game
applying the concepts
on the coordinated
functions of the
digestive and
excretory system.
1. state the function of the accessory
organs (liver, pancreas, gallbladder) of the
digestive system;
2. differentiate mechanical from chemical
digestion;
3. explain the different processes of the
digestive system (ingestion, digestion,
absorption, assimilation, and egestion);
S8LT-IIIa-33
S8LT-IIIa-34
S8LT-IIIa-35
4. trace how the different food molecules
are converted into their simplest form;
S8LT-IIIb-36
5. determine the substances (wastes, ions,
and excess molecules) that are transported
to the excretory system;
S8LT-IIIb-37
6. explain how substances are excreted
from the body;
S8LT-IIIb-38
7. relate digestion and excretion
processes;
S8LT-IIIb-39
2. Heredity:
Inheritance and
Variation of Traits
2.1 Mendelian
Genetics
2.2 Non-Mendelian
Genetics
a. incomplete
dominance
b. codominance
c. multiple alleles
d. polygenic
inheritance
3. Biodiversity and
Evolution
3.1 Taxonomic
Classification
a. Domains (Bacteria,
Archaea, Eukarya)
b. Six-kingdom
scheme
(Archaebacteria,
Eubacteria, Protista,
Fungi, Plantae,
Animalia)
3.2 Binomial
Nomenclature
NOT FOR SALE
Inherited traits
passed from
parents to
offspring are
governed by
rules on the
patterns of
inheritance.
Classification of
organisms
represents
diversity and
unity of life.
Create an infographic
on sample patterns of
inheritance.
Make a poster or an
e-poster showing a
taxonomic chart
including at least 3
organisms in an
ecosystem of your
choice or in your own
locality.
8. describe how Mendel deduced the
fundamental principles of genetics;
S8LT-IIIc-40
9. explain Mendel’s law of segregation
and law of independent assortment;
S8LT-IIIc-42
10. predict the genotypic and phenotypic
expressions of traits in Mendelian patterns
of inheritance;
S8LT-IIId-42
11. explain the different patterns of nonMendelian inheritance;
S8LT-IIIe-43
12. differentiate between the 3-domain
and 6-kingdom schemes of classification;
S8LT-IIIf-44
13. classify organisms according to the 3Domain and 6-kingdom scheme;
S8LT-IIIf-45
14. apply the binomial nomenclature
scheme in naming species;
S8LT-IIIg-46
4. Ecosystems
4.1 Flow of Energy
and Matter in
Ecosystems
a. Photosynthesis
b. Cellular
Respiration
Various
biological
processes utilize
nutrients and
energy from the
environment to
sustain the life
of organisms.
Design an experiment
to determine the
effects of varied
conditions (i.e.
deprive plants of
nutrients or air,
exposure to light) on
the photosynthesis in
plants.
15. describe the parts of the chloroplast
where photosynthesis occurs;
S8LT-IIIh-47
16. determine the raw materials needed
and products of photosynthesis (light
dependent and light independent);
S8LT-IIIh-48
17. describe the parts of the
mitochondrion where cellular respiration
occurs;
S8LT-IIIh-49
18. determine the raw materials needed
and products of cellular respiration
(glycolysis, Krebs Cycle, electron
transport chain);
S8LT-IIIi-50
19. distinguish photosynthesis from
cellular respiration; and
S8LT-IIIi-51
20. relate photosynthesis with cellular
respiration.
S8LT-IIIi-52
FOURTH QUARTER- Matter
1. Atomic Structure
I.1 Development of
the Atomic Theory
a. Dalton’s Atomic
Model
b. J.J. Thompson
(Plum Pudding
Model)
NOT FOR SALE
The electronic
structure of
matter enables
us to describe
an electron in an
atom, the
characteristics
of orbitals and
Using recyclable
materials, create a 3dimensional model
illustrating each of
the different atomic
models.
1. discuss the historical background of
the development of the Atomic Model;
2. differentiate the subatomic particles in
terms of its symbol, mass, charge and
location within the atom;
3. determine the number of protons,
neutrons, and electrons of the
S8MT-IVa-53
S8MT-IVb-54
S8MT-IVb-55
c. Rutherford’s
Model
d. Bohr’s Model
I.2 Sub-atomic
Particles
a. Protons
b. Neutrons
c. Electrons
the distribution
of electrons.
different isotopes of an atom and an
ion;
4. write the electron configuration of a
particular element;
5. draw the orbital diagram of an element
following Pauli’s exclusion principle
and Hund’s rule of maximum
multiplicity;
1.3. Isotopes and Ions
1.4 Electron
Configuration
(Aufbau Principle)
a. Ground state
electron
configuration
b. Noble gas electron
configuration
6. identify the number of valence
electrons based on the electron
configuration of an element;
S8MT-IVc-56
S8MT-IVd-57
S8MT-IVe-58
1.5 Orbital Diagram
(Pauli’s Exclusion
Principle and Hund’s
Rule)
1.6 Valence Electrons
2. Periodic Table of
Elements
NOT FOR SALE
The periodic
table of
elements is a
useful tool to
determine the
Make a graphic
representation of the
different periodic
trends
7. recognize the significant contributions
of early scientists in the development
of the periodic table;
8. Identify the names and symbols of
elements;
S8MT-IVf-59
S8MT-IVf-60
2.1 Development of the
Periodic Table
2.2 Arrangement of
Elements in the
Periodic Table
2.3 Trends in the
Periodic Table
chemical
properties of
elements
9. describe the arrangement of elements
in the periodic table based on their
atomic structure and chemical
properties;
10. use the periodic table to
predict the chemical
behavior of an element; and
11. explain the trends of the following
properties within the periods and groups
of elements in the periodic table:
a.
b.
c.
d.
e.
At the end of the
school year, learners
are expected to
exhibit their outputs
in a Science
Culmination Day
NOT FOR SALE
Atomic radius
Electronegativity
Ionization energy
Electron affinity
Metallic property
S8MT-IVg-61
S8MT-IVh-62
S8MT-IVi-63
GRADE 9
Content
Content
Standards
Performance
Standards
The learners
demonstrate
understanding
of/that
The learners should
be able to
Learning Competencies
Code
The learners should be able to…
FIRST QUARTER- Living Things and their Environment
1.Structures and
Functions
1.1 Processes in the
Human Body
a. Respiration
b. Circulation
(circulation of
materials such as
food, wastes,
gases, electrolytes)
The coordination
and
interdependence
of organ systems
in multicellular
organisms are
essential to carry
out the basic life
processes of
cells.
Present a role
play/skit /talk
show/variety show/
music video
showing the
interactions and
coordination
between the
respiratory,
digestive,
circulatory, and
excretory systems.
1. differentiate inhalation and exhalation
through the different mechanisms (action
of ribs, intercostal muscles, diaphragm,
and lungs, change in volume of the
thoracic cavity, air pressure and flow);
S9LT-Ia-1
2. describe how gas exchange occurs
between the alveoli and blood vessels;
S9LT-Ia-2
3. trace the path of blood flow in the lungs,
within the heart, and circulatory system;
S9LT-Ib-3
4. describe how gas exchange occur
between the blood vessels and body cells;
S9LT-Ib-4
5. explain how gases, nutrients, wastes,
S9LT-Ib-5
and other molecules are transported to and
from cells through the coordinated function
of the respiratory, digestive, circulatory,
and excretory systems;
NOT FOR SALE
2. Heredity:
Inheritance and
Variation of Traits
2.1 DNA
2.2 Central Dogma
a. DNA Replication
b. Protein Synthesis
2.3 Mutations
3. Biodiversity and
Evolution
3.1 Biodiversity
a. Levels of
Biodiversity
(genetic, species,
and ecosystem)
b. Species diversity
b.1 Threatened
Species
Categories
(critically
endangered,
NOT FOR SALE
Expression of
traits is governed
by DNA and
regulated by
multiple
mechanisms.
Natural and manmade activities
affect the
biodiversity of
organisms in an
environment.
Create a
representation of the
different types of
mutations using
shapes, words, or
sentences and
explain the factors
that contribute to it
and its implications
(harmful, beneficial,
and neutral effects)
to humans, plants,
and animals.
Write a report or
make a portfolio of
your participation in
organized activities
on environmental
protection and
conservation of
endangered and
economically
important species
(online/on-site
campaign drive,
native
tree/mangrove
planting, coastal
6. describe the role of deoxyribonucleic
acid (DNA) in the transmission of traits
and its basic structure;
7. describe how DNA replication occurs;
S9LT-Ic-6
S9LT-Ic-7
8. explain how proteins are synthesized
using information from DNA;
S9LT-Id-8
9. describe how the different types of
mutations occur;
S9LT-Ie-9
10. discuss the different causes of
mutations (infectious agents, radiation,
chemicals);
S9LT-Ie-10
11. explain the beneficial, harmful, and
neutral effects of mutations;
S9LT-Ie-11
12. explain the advantage of high
biodiversity in maintaining the stability of
an ecosystem;
S9LT-If-12
13. classify particular animals and plants as
critically endangered, endangered and
S9LT-If-13
vulnerable species;
14. discuss how threats to biodiversity can
lead to species extinction;
15. suggest ways to protect and conserve
the endangered and economically
important species;
S9LT-Ig-14
S9LT-Ig-15
endangered,
vulnerable, other
threatened
species)
clean-up, plogging,
material recovery
programs, wildlife
center activities such
as nursery
cultivation, coral
reef rehabilitation,
etc.).
c. Threats to
Biodiversity
(pollution,
climate change,
overexploitation,
invasive species,
and habitat loss)
d. Protection and
conservation of
endangered and
economically
important species
4. Ecosystems
4.1 Types of
Ecosystems in the
Philippines
a. tropical rainforests
b. swamps
c. estuaries
d. mangrove forests
e. coral reefs
NOT FOR SALE
Diverse animals
and plants living
in varied habitats
are affected by
human activities.
Develop a simple
project plan or a
product addressing
a problem in a
specific type of
ecosystem.
16. describe the characteristics of tropical
rainforests, swamps, estuaries, mangrove
forests and coral reefs;
S9LT-Ih-16
17. explain the impacts of human activities
on an ecosystem; and
S9LT-Ii-17
18. suggest ways to minimize the negative
impacts of human activities in an
ecosystem.
S9LT-Ii-18
4.2 Impact of human
activities in an
Ecosystem (loss of
habitat, decrease in
biodiversity, etc.)
SECOND QUARTER- Matter
I. Chemical Bonding
1.1 Lewis Electron
Dot Structures
(LEDS)
1.2 Formation of
Ionic bonds
1.3 Naming and
Writing Ionic
Compounds
1.4 Formation of
Covalent
Bonding
1.5 Naming and
Writing Covalent
Compounds
1.6 Determining
Ionic or Covalent
Compounds
using
Electronegativity
Values
1.7 Metallic Bonding
NOT FOR SALE
Compounds are
formed by
combining atoms
either by
transferring or by
sharing of
electrons.
Create a list showing
the chemical
formula, common
names and uses
of binary
compounds found in
commercial
products.
1. draw the Lewis structures of atoms and
ions;
S9MT-IIa-19
2. describe the formation of ions;
S9MT-IIa-20
3. explain the formation of ionic bonds;
S9MT-IIb-21
4. write the chemical formula and
chemical name of binary ionic
compounds;
S9MT-IIb-22
5. explain the formation of covalent
bonds;
S9MT-IIc-23
6. write the chemical formula and
chemical name of binary covalent
compounds;
S9MT-IId-24
7. determine the bond formed using
electronegativity values;
S9MT-IId-25
8. explain properties of metals in terms of
their structure and metallic bond;
S9MT-IId-26
2. Chemical Reactions
2.1 Evidences of
Chemical
Reactions
2. 2 Chemical Equation
2.3 Balancing
Chemical
Equations
2.4 Law of
Conservation of
Mass
2.5 Types of Chemical
Reactions
(combination,
decomposition,
singlereplacement,
double
displacement,
combustion)
2.6 Factors Affecting
the Rates of
Chemical
Reactions
NOT FOR SALE
Chemical
reactions
associated with
biological and
industrial
processes affects
life and the
environment.
Create an
infographic of the
chemical reactions
involved in
biological and
industrial processes
affecting life and the
environment
9. differentiate ionic, covalent and
metallic bonding based on melting
point, hardness, polarity, and electrical
and thermal conductivity;
S9MT-IIe-27
10. enumerate the evidences of chemical
reactions;
S9MT-IIe-28
11. identify the parts of a chemical
equation;
S9MT-IIf-29
12. apply the principles of conservation of
mass to chemical reactions;
S9MT-IIg-30
13. balance chemical equations by
inspection;
S9MT-IIh-31
14. distinguish the types of chemical
reactions; and
15. explain the factors affecting the rates
of chemical reactions as applied in
food preservation and materials
production, control of fire, pollution,
and corrosion.
S9MT-IIh-32
S9MT-IIi-33
THIRD QUARTER- Earth and Space
1. Earth and its
Processes
The evolution of
the Earth is
brought about by
1.1. History of the Earth internal
a. Geologic time
(endogenic
b. Absolute and
process) and
relative dating
external
mechanisms
(exogenic
process).
Present arguments
for or against the
inclusion of
Anthropocene as an
official unit in the
Geologic Time
Scale.
2. Weather and
Climate
Create a mitigation
proposal which aims
to reduce ozone
depleting substances
and greenhouse
gases and which will
be presented to the
School DRRMC.
2.1. Factors that affect
climate
a. latitude
b. elevation
c. distance from the
ocean
NOT FOR SALE
Climate is
affected by
different factors.
There are many
global climatic
phenomena that
affect humans.
1. relate geological processes to the
geographical changes of the Earth’s
surface;
2. recognize the significant events in the
geologic time scale as divided into era,
epoch, and period;
S9ES-IIIa-34
S9ES-IIIb-35
3. describe how relative and absolute
dating were used to determine the
subdivisions of geologic time;
S9ES-IIIc-36
4. explain how different factors affect the
climate of a particular area;
S9ES-IIId-37
5. describe certain climatic phenomena
(greenhouse effect, El Nino and La Nina
and ozone depletion) that occur on a global
level;
S9ES-IIId-38
6. recognize the natural factors and human
actions that affect changes in global
S9ES-IIIe-39
d. topography
e. ocean current
f. Human Activities
temperature and cause depletion of the
ozone layer;
2.2. Global climate
phenomena
a. Greenhouse effect
b. Carbon footprint
c. El Niño and La
Niña
d. Ozone depletion
3. Solar System and
the Universe
3.1. Stars
a. Characteristics
(luminosity, surface
temperature, mass)
b. Stellar Evolution
Stars evolve and
die. The light
they emit is used
to determine their
mass, luminosity
and surface
temperature.
Design a creative
presentation (e.g.
slide decks, poem,
infographics,
pamphlet)
explaining the
evolution of stars in
layman’s terms.
FOURTH QUARTER- Force, Motion and Energy
NOT FOR SALE
S9ES-IIIe-40
7. suggest solutions to mitigate problems
associated with global warming;
8. distinguish the different characteristics
of a star;
S9ES-IIIf-41
9. construct a diagram to relate luminosity,
surface temperature, color and mass of a
star;
S9ES-IIIg-42
10. explain how the mass of a star
determines its life cycle; and
S9ES-IIIh-43
11. trace the life cycle of a star.
S9ES-IIIi-44
1.Force and Motion
1.1 Free-fall
a. Kinematic
equations for
Free-fall
b. Graphical
representation of
Free-fall motion
c. Applications/
examples of freefall motion
1 2. Momentum and
Impulse
1.3 Conservation of
Linear Momentum
Free-fall motion
describes the
motion of an
object affected
only by gravity.
2.2 Heat and Work
a. Heat engine
b. Efficiency of heat
engines
NOT FOR SALE
1. cite scenarios that show free fall motion;
S9FE-IVa-45
2. interpret graphical representation of
motion of free-falling objects;
S9FE-IVa-46
3. apply free-fall equations to investigate
hang time;
S9FE-IVb-47
4. relate impulse to momentum;
Light exhibits
properties that
are widely
applied in
technology.
Heat and work
are ways of
energy transfer
S9FE-IVb-48
S9FE-IVc-49
5. describe the different types of collisions
(elastic and inelastic);
Momentum of an
object is
conserved before
and after
collision.
2. Energy
2.1 Light
a. Diffraction
b. Interference
c. Polarization of
light
Prepare a report that
examines existing
technology that
lessens the effects of
collision-related
damages/injuries.
S9FE-IVd-50
6. infer how momentum is conserved
before and after the collision of objects;
7. discuss how collision- related damages/
injuries can be prevented or minimized
using the concept of impulse;
Design and present
an innovative idea/
product (e.g., light
absorptive
materials, energyefficient appliances,
etc.) that applies the
concepts of heat
engine/ light /
electromagnets to
address communitybased problems.
S9FE-IVd-51
8. explain how diffraction and interference
of light occur;
S9FE-IVe-52
9. describe how light can be polarized;
S9FE-IVe-53
10. explain how thermal energy can be
used to do work;
S9FE-IVf-54
11. explain the interaction between heat
and work in heat engines;
S9FE-IVf-55
12. discuss the efficiency of heat engines;
S9FE-IVf-56
S9FE-IVg-57
from one object
to another.
2.3 Electricity
a. Current, voltage,
and resistance
b. Ohm’s law
b.1 Measurement of
current and voltage
d. Variations of
voltage, current,
and resistance in
series and parallel
connections
2.5 Electricity and
magnetism
a. Electromagnetic
induction
b. Electric motor and
generator
13. describe current, voltage and
resistance;
14. measure current and voltage in a
simple electric circuit;
The individual
and total amount
of current,
resistance and
voltage varies in
series and
parallel
connection.
S9FE-IVh-59
15. infer the relationship among current,
voltage and resistance;
16. cite the advantages/ disadvantages and
safety precautions of handling electrical
devices;
Electricity can
produce
magnetism and
magnetism can
produce
electricity.
At the end of the
school year, learners
are expected to
exhibit their outputs
in a Science
Culmination Day
NOT FOR SALE
S9FE-IVg-58
S9FE-IVh-60
17. determine the relationship between
electricity and magnetism; and
S9FE-IVi-61
18. differentiate an electric motor from a
generator.
S9FE-IVi-62
GRADE 10
Content
Content
Standards
Performance
Standards
The learners
demonstrate
understanding
of/that
The learners should
be able to
Learning Competencies
Code
The learners should be able to…
FIRST QUARTER- Earth and Space
1. Earth and its
Processes
1.1 Natural resources
of the Philippines
a. Land and
mineral resources
b. Water resources
The rich natural
resources of the
Philippines is
brought by its
geographic
location and
require
sustainable
management.
c. Energy
resources
Use Design Thinking
to conceptualize a
product patterned
after the One-TownOne-Product
(OTOP) where
existing natural
resources can be
showcased/develope
d to help boost the
economy.
1.2 Sustainable
management of
resources
2. Weather and
Climate
NOT FOR SALE
Climate change
and its impacts on
Design and create an
information
1. discuss the plate tectonics movement
that shaped the Philippine archipelago
S10ES-Ia-1
2. describe the uses of common Earth
materials (soil, rocks, mineral, water);
S10ES-Ib-2
3. relate the geologic features of the
Philippines to the presence of mineral
deposits;
S10ES-Ib-3
4. distinguish between the different energy
sources in the Philippines;
S10ES-Ic-4
5. discuss sustainable ways of using
Earth’s resources;
S10ES-Id-5
6. cite evidence of climate change;
S10ES-Ie-6
2.1. Climate Change
a. evidences
b. causes
c. effects
the environment
and people pose
serious
challenges which
require solutions
and action.
campaign material
(e.g. vlog, foldable,
brochure, pamphlets,
radio advertisement,
posters, etc.) that
promotes climate
change mitigation
and adaptation.
7. infer that greenhouse gases are the main
driver of climate change;
S10ES-If-7
8. describe the impact of climate change
on ecosystems;
S10ES-Ig-8
9. suggest ways of mitigating the effects
of climate change;
S10ES-Ih-9
Observable
evidence and
models help
explain the origin
of the solar
system.
Create a fact sheet or
an explainer video
addressing an
astronomical
misconception about
the Solar System.
10. contrast the different theories about the
formation of the solar system; and
S10ES-Ii-10
11. argue for or against a theory of the
formation of the solar system based on
sound evidence.
S10ES-Ii-11
1. describe the horizontal and vertical
motions of a projectile;
S10FE-IIa-12
2.2. Mitigation and
Adaptation Using
Green Technology
(vertical farming,
carbon capture, green
buildings, algal
biofuels)
3. Solar System and
the Universe
3.1 Theories on the
formation of the Solar
System
a. Nebular hypothesis
b. Accretion theory
c. Protoplanet theory
d. Capture Theory
SECOND QUARTER- Force, Motion and Energy
1. Force and Motion
NOT FOR SALE
A net force
causes a
projectile and an
object in uniform
Develop a game
mechanics and
conduct a Newton’s
Olympics II focusing
1.1 Projectile Motion
a. Horizontal and
vertical motions of a
projectile
circular motion to
accelerate.
on the concepts of
projectile and
uniform circular
motion.
b. Types of projectile
motion
c. Applications of
projectile motion
1.2. Uniform circular
Motion
a. Mirror (plane and
curved)
b. lenses
c. Ray diagramming
d. Optical Instruments
2.2 Electricity and
Magnetism
a. Electrical
Power and Energy
NOT FOR SALE
3. cite applications of projectile motion in
daily life;
S10FE-IIa-13
S10FE-IIa-14
4. describe uniform circular motion;
S10FE-IIb-15
5. determine the relationship among
centripetal force, mass, velocity and radius
of the circular path;
S10FE-IIb-16
S10FE-IIb-17
6. identify real-world applications of
circular motion;
2. Energy
2.1 Light
2. investigate the relationship among the
angle of release, the maximum height, and
range of the projectile;
Images are
formed by the
different types of
mirrors and
lenses.
Electrical energy
is transmitted
from a power
plant to homes
using cables.
Present arguments
for or against the
operation of a
nuclear power plant
in the country
7. predict the qualitative characteristics
(orientation, type, and magnification) of
images formed by plane and curved
mirrors and lenses;
S10FE-IIc-18
8. apply ray diagramming techniques in
describing the characteristics and positions
of images formed by lenses;
S10FE-IId-19
9. identify ways in which the properties of
mirrors and lenses determine their use in
optical instruments (e.g., cameras and
binoculars);
S10FE-IId-20
10. differentiate between electrical power
and energy;
S10FE-IIe-21
11. explain how electrical power is
generated;
S10FE-IIe-22
b. Power
generation and
energy losses
12. trace transmission and distribution of
electrical energy from power plants to
home;
c. Transmission
and distribution of
electrical energy
from power plants
to home
13. compare the relative wavelengths and
frequencies of different forms of
electromagnetic waves;
S10FE-IIf-24
14. cite examples of practical applications
of the different regions of EM waves, such
as the use of radio waves in
telecommunications;
S10FE-IIg-25
2.3 Electromagnetic
Spectrum
a. relative
wavelength,
frequency, and
energy
b. practical
applications of EM
waves
c. effects of radiation
on living things
2.4. Nuclear Energy
a. Nucleus of the Atom
b. Types of radiation
c. Nuclear fusion and
fission
NOT FOR SALE
Electromagnetic
waves carry
energy and can be
transmitted
through a vacuum
and have an
important role in
communication
technology.
S10FE-IIf-23
15. explain the effects of EM radiation on
living things;
16. describe nuclear energy;
S10FE-IIg-26
17. distinguish the types of nuclear
radiation; and
S10FE-IIg-27
18. differentiate between nuclear fusion
and fission.
S10FE-IIh-28
S10FE-IIi-29
Nuclear energy is
a renewable type
of energy that can
be produced from
the nucleus of the
atom.
THIRD QUARTER- Matter
1. Mole Concept
1.1 Mass
1.2 Moles
1.3 Avogadro’s
Number
1.4 Percentage
Composition of a
Compound
2. Gas Laws
2.1 Kinetic Molecular
Theory
2.2 Volume, pressure,
temperature and
number of moles
relationship
a. Boyle’s Law
b. Charles’ Law
c. Gay-Lussac’s
Law
d. Avogadro’s Law
e. Ideal Gas Laws
NOT FOR SALE
The mole
measures the
number of
representative
particles of
matter.
Create an infomercial
of products showing
accurate percentage
composition. (e.g.
active ingredients in
drugs, processed
foods, fertilizers)
1. perform conversion between mass and
moles of a substance and vice versa;
2. use Avogadro’s number in finding the
mass or moles of a given substance;
3. determine the percentage composition
of a compound given its chemical
formula and vice versa;
S10MT-IIIa-30
The behavior of a
gas is affected by
the motion and
energy between
its particles.
Create information,
education, and
communication
materials (e.g. flyers,
leaflets, brochures,
videos, etc.) about
safety measures
applying any of the
gas laws.
4. state the postulates of the Kinetic
Molecular Theory;
S10MT-IIIc-33
5. investigate the relationship
between/among:
S10MT-IIId-e-34
a. volume and pressure at a constant
temperature of a gas;
b. volume and temperature at a constant
pressure of gas;
c. pressure and temperature at a
constant volume of gas;
d. number of moles and volume at a
constant temperature and pressure of
gas; and
e. volume, pressure, temperature, or
number of moles of a gas sample
based on a given set of data.
6. explain the gas laws using the kinetic
molecular theory;
S10MT-IIIb-31
S10MT-IIIc-32
S10MT-IIIf-35
3. The Variety of
Carbon Compounds
3.1 Carbon Atoms
3.2 Types of
Hydrocarbons
The type of bonds
that carbon forms
result in the
diversity of
carbon
compounds.
Create a 3D model of
the different
hydrocarbons using
locally available
materials.
7. differentiate alkanes, alkenes, and
alkynes based on the presence of bonds
and their physical properties; and
8. recognize the uses of hydrocarbons.
S10MT-IIIg-h-36
S10MT-IIIi-37
FOURTH QUARTER- Living Things and their Environment
1.Structures and
Functions
1.1. Processes in the
Human Body
a. Coordination
(nervous and
endocrine system
- hormones)
Coordinated
functions of the
nervous and
endocrine system
maintain
homeostasis for
organisms’
survival.
b. Body Regulation
(Homeostasis – all
body systems)
Create information,
education, and
communication
materials (e.g. flyers,
leaflets, brochures,
videos, etc.) of how
the coordinated
functions of the
nervous and
endocrine systems
maintain
homeostasis.
1. identify the parts and function of the
endocrine system;
2. explain how the release of hormones is
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controlled by the nervous system (pituitary
gland, hypothalamus, thalamus, pineal
gland);
3. discuss how homeostasis in the body is
maintained through different feedback
mechanisms (positive – blood clotting,
ovulation, menstrual cycle, pregnancy;
and negative – body temperature control,
blood glucose, calcium);
4. explain the body consequences when
homeostasis fails;
2. Heredity:
Inheritance and
Variation of Traits
NOT FOR SALE
The products and
practices of
biotechnology
have beneficial
Write a critical
synthesis essay about
the advantages and
disadvantages of
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5. differentiate traditional from modern
biotechnology;
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2.1 Biotechnology
a. Traditional
b. Modern
and harmful
impacts in the
society and
environment.
utilizing genetically
modified organisms
e.g. Bt (Bacillus
thuringiensis) corn,
rice, eggplant.
6. identify the products of traditional
biotechnology through fermentation
(cheese, soy sauce, vinegar making, nata
de coco);
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7. identify the products (genetically
modified organisms) and processes (invitro fertilization) of modern
biotechnology;
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8. cite the societal, environmental and
ethical implications of utilizing
biotechnological products and methods
(i.e. IVF, GMOs);
3. Biodiversity and
Evolution
3.1 Theories of
Evolution
a. Lamarck’s
Theory of
Evolution
b. Darwin’s
Theory of
Evolution
3.2 Lines of Evidence
of Evolution
(fossils,
biogeography,
comparative
morphology,
NOT FOR SALE
Organisms evolve
as supported by
several lines of
evidence.
Create a mold, cast,
or fossil of an
arthropod or a plant
part using any
medium (i.e. sap
from a tree, plaster of
Paris, cement,
silicon, glue, clay,
mud, gelatin).
9. discuss important concepts in the
theories of evolution;
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10. explain lines of evidence such as
fossils, biogeography, comparative
morphology, patterns of development, and
comparative biochemistry to support the
occurrence of evolution;
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patterns of
development)
4. Ecosystems
4.1 Carrying capacity
of an ecosystem
4.2 Population
Growth
Population
growth influences
an ecosystem’s
carrying capacity.
Design and conduct
a plant pot
experiment showing
the relationship
between population
growth and carrying
capacity of the
environment.
At the end of the
school year, learners
are expected to
exhibit their outputs
in a Science
Culmination Day
NOT FOR SALE
11. discuss the factors influencing the S10LT-IVh-48
ecosystem’s population growth and
carrying capacity; and
12. explain how population growth is
affected by the carrying capacity of an
ecosystem.
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