MELCs Definitive
Budget of Work
(DBOW)
SCIENCE
MELCs DEFINITIVE BUDGET OF WORK (DBOW) IN SCIENCE
This Definitive Budget of Work in Science 3 to 10 is centered on the Most Essential Learning Competencies (MELCs) which are mapped
based on what every Science learner must exhibit at the end of each quarter per grade level. This mapping of MELCs will be taught in
flexible time to ensure full coverage, with the enabling learning objectives arranged in a manner that keeps track of learners’ progress
towards the attainment of each MELC.
Why is there a need to unpack the MELCs in Science?
To understand why there is a need to unpack the MELC for the period it must be taught, we need to recognize that each MELC consists
of a set of learning experiences that a learner must have, spread out in a period optimized according to his or her developmental needs
and readiness. For example, in the First Quarter of Grade 3, there are only two MELCS to be taught. Hence, unpacking, or sub-tasking,
is needed to give the science teachers directions in planning their lessons and creating activities for their learners about the given MELCs
especially that learning takes place remotely nowadays. The MELCs were unpacked based on the duration of a particular competency
where the spiral progression of the curriculum was considered, and the mastery of skills will be unfolded since an ample amount of time
is emphasized. In breaking down each MELC in its respective learning experiences (or daily lesson objectives), the learners will achieve
a level of mastery in pre-requisite knowledge and skills before moving forward to subsequent and enhancement skills.
It is also noteworthy to consider here that this Definitive Budget of Work takes into account the results of the MELCs Audit Survey obtained
the previous year. The MELCs Audit results provided relevant information on the MELCs which were reportedly not taught due to various
reasons. This MELCs DBOW is an intervention that addresses this gap in the implementation of the Science curriculum in that it provides
a well-defined guide for teachers on the prerequisite MELCs that were not taught in the previous year. Thus, this MELCs DBOW assists the
teachers in helping them adapt to the new normal of learning delivery.
Features/Elements
The MELCs Definitive Budget of Work (DBOW) in science is a resource material in teaching Science that contains learning competencies
in a sequence of domain/strands per quarter as follows:
Quarte
r
G3
G4
G5
G6
G7
I
II
G8
G9
Living Things
and
Environmen
t
Matter
Matter
Matter
Matter
Matter
Force,
Motion, and
Energy
Living Things
and
Living Things
and
Living Things
and
Living Things
and
Living Things
and
Earth and
Space
Matter
G10
Earth and
Space
Force,
Motion, and
Energy
III
IV
Environmen
t
Force,
Motion, and
Energy
Environmen
t
Force,
Motion, and
Energy
Environmen
t
Force,
Motion, and
Energy
Environmen
t
Force,
Motion, and
Energy
Environmen
t
Force,
Motion, and
Energy
Earth and
Space
Earth and
Space
Earth and
Space
Earth and
Space
Earth and
Space
Matter
Earth and
Space
Living Things
and
Environmen
t
Force,
Motion, and
Energy
Living Things
and
Environmen
t
Matter
Each domain is composed of strands taught every quarter in spiral progression from Grades 3 to Grade 10, given as follows:
●
●
●
●
Matter (MT) - Changes that Matter Undergo, Properties and Structure of Matter
Living Things and Their Environment (LT) - Parts and Functions of Animals and Plants, Heredity: Inheritance and Variation,
Biodiversity and Evolution, Ecosystem
Force, Motion and Energy (FE) - Force and Motion, Energy
Earth and Space (ES) - Geology, Meteorology, Astronomy
How to Use this DBOW
There are 187 MELCs for science across grade levels. The table below summarizes the number of MELCs in Science per Quarter
per Grade level.
Grad
e
3
4
5
6
7
8
9
10
QUARTE
R1
2
4
3
2
5
9
5
5
QUARTE
R2
12
8
7
5
9
6
7
6
QUARTE
R3
2
4
6
3
7
4
6
8
QUARTE
R4
4
7
5
6
6
11
8
4
TOTAL NUMBER
OF MELCs
20
23
22
16
27
30
26
23
In using the DBOW in Science, it is important to understand the figure below marked by the following specifications:
The MELCs DBOW in Science shows the Most Essential Learning Competencies (MELCs) that every learner is expected to achieve at the
end of each quarter by grade level. The letter A represents the quarter in the grade level of science domain/strand with the intended
MELC. The letter B shows the Content Standard and letter C shows the Performance Standard. Letter D shows the continuous numbering
of MELC per grade level/quarter. Letter E represents the given MELCs, while letter F is the Unpacked /Sub-tasked Competencies based
on the given MELCs and the days of the unpacked competencies are based on the time allotment or duration given in the MELCs. Letter
G represents the number of days the said MELCs should be taught. For elementary, Science is taught for 50 minutes for five days while in
JHS, Science is taught for 60 minutes, 4 days a week. Letter H is the remarks where the needed prerequisite skills/concepts can be found
prior to the discussion of the MELCs. These are the competencies that were not taught in the previous grade level based on the MELCs
audit.
Science teachers should:
●
●
●
●
●
●
●
look for the grade level they are handling and the existing quarter at the time of teaching-learning delivery;
check the MELC to be taught in a particular quarter and the corresponding unpacked competencies based on the time allotment
given;
consider the remarks column for the prerequisite skills/ topics needed prior to the teaching of the said MELCs which were not
taught in the previous grade levels based on the MELCs Audit result.
If there are untaught competencies stated in the remarks column, kindly consider the suggestions given for the attainment of such
competencies before the discussion of the MELCs for the current grade level and quarter
take note that the first LC or set of LCs in the DBOW becomes the first lesson to be taught in a quarter;
design lessons using the DBOW considering the number of days the LCs must be taught; and
deliver the LCs as specified in the DBOW/quarter using varied platforms of teaching and learning modalities /Blended Learning.
This DBOW is flexible. Once you are done with the MELCs for a particular quarter and you are sure that your learners have learned
and have mastered the MELCs already, you may proceed to the next MELCs.
MELCs DEFINITIVE BUDGET OF WORK FOR SY 2021-2022
Science
GROUP
MATTER
TEAM
LEADERS
Don King O. Evangelista
LIVING THINGS AND
THEIR ENVIRONMENT
Marvin L. Diaz
TEAM
MEMBERS
Stephanie M. Salom
Sarah Jane O. Pelos
Joseph A. Villaralvo
Dr. Efren E. Canzana
Pasolo Elementary School
Valenzuela City City
Doña Pilar C. Gonzaga Elementary
School
Mandaluyong City
San Antonio Elementary School
Paraῆaque City
PSDS Pasay City
Navotas National Science High School
Navotas City
Marichu G. Nazareno
Manuel L. Quezon Elementary School
Quezon City
Cristina D. Montajes
TS Cruz Elementary School
Las Piñas City
Quezon City High School
Quezon City
Edelito G. Villamor
Tala High School
Caloocan City
Joselle Ira I. Liwanag
Digna C. Paningbatan
Pasay City National Science High
School Pasay City
Limmuel J. Opao
Dolores L. Sunga
Emilio Jacinto Elementary School
Manila City
Ninoy Aquino Elementary School
Malabon City
Geline Prisca T. Pacon
Arsenio R. Ranay
Ninoy Aquino Elementary School
Malabon City
Mary Grace F. Bumanlag
President Diosdado Macapagal High
School
Taguig City and Pateros
FORCE, MOTION, AND
ENERGY
Michelle M. Carranza
Jan Marie E. Daylo
Las Piñas City National Science
High School
Las Piñas City
Virgilio D. Alcayde
Novaliches High School
Quezon City
Tala High School Caloocan City
Maria Clarissa G. Bergado
Cayetano Arellano High School
Manila
Ferdinand Bautista
Manila Science High School
Manila
Jeffrey Policarpio
Paraῆaque National High School Main
Paraῆaque City
EARTH AND SPACE
Quezon City Science High School
SDO Quezon City
Maria Alma D. Felina
Fortune High School Marikina City
Berneth J. Sapaden
Poblacion National High School
Muntinlupa City
Mildred P. Corpuz
Tangos National High School
Navotas City
Maria Lourdes G. Del
Rosario
La Huerta Elementary School
Parañaque City
Shydney A. Bayanito
Padre Burgos Elementary School
San Juan National High School
San Juan City
Pasay City
Haizel T. Gilua
Makati Science High School
Makati City
Noli A. Bendo
San Isidro National High School Main
Makati City
Edwin T. Guillermo
San Lorenzo Ruiz Elementary
School
Pasig City
Kalayaan National High School
Caloocan City
SCIENCE
SUPERVIS
ORS
Dr. Corazon Javier
Parañaque City
Dr. Raquel Austero
Las Piñas City
Dr. Marivic Almo
Taguig City and Pateros
Dr. Liza Alvarez
Pasig City
Dr. Maria Pilar O.
Capalongan
Quezon City
Dr. Emiterio D.
Macarubbo
Caloocan City
Dr. Armida Oblinada
Muntinlupa City
Mr. Russel Samson
Navotas City
Dr. Bradley Loo
San Juan City
Janeth D. Morte
Roxane Villanueva
Dr. Maripaz T. Mendoza
Dr. Manolo Davantes
Dr. Lea Q. Prondo
Rebecca Roxas
Manila
Ms. Jessica S. Mateo
Mandaluyong City
Malabon City
SDO Pasay City
SDO Valenzuela City
SDO Marikina City
Dr. Hernan L. Apurada
SDO Makati City
SCIENCE 3
QUARTER 1 : MATTER
Content Standard: The learners demonstrate understanding of ways of sorting materials and describing them as solid, liquid, or gas
based on observable properties.
Performance Standard: Group common objects found at home and in school according to solids, liquids, and gas.
#
MELC
Number of days taught
Remarks
1
Classify objects and materials as solid, liquid, and gas
based on some observable characteristics.
10 Days
(S3MT-Ia-b-1)
(Note: Science is taught five times a
Day 1: Describe and group the observable week (ELEM) in this case since MELC 1
characteristics of the solid materials according to their is good for 2 weeks it means that this
MELC should be taught in 10 days)
properties (size, shape, and texture).
Day 2: Describe and group the observable
characteristics of the solid materials according to their
properties (odor, taste, and weight).
Day 3: Name and describe the properties of liquid
according to its taste and smell.
Day 4: Name and describe the properties of gases.
Day 5: Name and group the materials found at home or
in school as solid, liquid, or gas.
Day 6: Classify common solids that can be found at
home or in school according to softness and hardness.
Day 7: Classify common solids that can be found at
home or in school according to their weight (heavy and
light).
Day 8: Classify common liquids that can be found at
home or in school according to smell (fragrant, odorless,
or with foul odor)
Day 9: Classify common liquids that can be found at
home or in school according to ease of flow.
2
Day 10: Describe proper ways in handling solid and liquid
materials, and materials that contain gas that can be
found at home / in school/community.
Describe changes in materials based on the effect of
temperature:
1. solid to liquid
2. liquid to solid
3. liquid to gas
4. solid to gas
(S3MT-Ih-j-4)
Day 1: Define change operationally and identify
materials that undergo change.
Day 2: Identify and describe changes in materials before
and after heating.
Day 3: Identify and describe changes in materials before
and after freezing.
Day 4: Identify and describe the changes in materials
before and after allowing them to stand at room
temperature.
Day 5: Identify and describe the changes in solid
materials when turned into gas.
Day 6: Describe the changes that occurred when solid
materials transformed into liquid.
Day 7: Describe the changes that occurred when liquid
materials transformed into solid.
Day 8: Describe the changes that occurred when liquid
materials transformed into gas.
Day 9: Describe the changes that occurred when solid
materials transformed into gas.
Day 10: Group the examples of materials that undergo
a change from solid to liquid and liquid to solid.
Day 11: Group the examples of materials that undergo
a change from liquid to gas and solid to gas.
Day 12: Observe and explain the different changes of
materials as affected by temperature.
Day 13: Cite household/school/community activities
that are dependent on the changes in materials based
on the changes of temperature.
15 Days
(Note: Science is taught five times a
week (ELEM) in this case since MELC 2
is good for 3 weeks it means that this
MELC should be taught in
15 days)
Day 14-15: Perform two simple activities at home which
involve a change of materials due to temperature.
QUARTER 2 : LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate an understanding of parts and functions of the sense organs of the human body.
Performance Standard: The learners should be able to practice healthful habits in taking care of the sense organs.
#
MELC
Number of days taught
Remarks
3
Describe the functions of the sense organs of the human
5 Days
body (S3LT-lla-b-1)
(Note: Science is taught five times a
week (ELEM) in this case since MELC 3
Day 1: Identify and describe the parts of the eyes and is good for 1 week it means that this
proper ways of caring for the eyes
MELC should be taught in 5 days)
Day 2: Identify and describe the parts of the ears and
proper ways of caring for the ears.
Day 3: Identify and describe the parts of the nose and
proper ways of caring for the nose.
Day 4: Identify and describe the parts of the tongue and
proper ways of caring for the tongue.
Day 5: Identify and describe the parts of the skin and
proper ways of caring for the skin.
Suggested Task:
Demonstrate the proper ways of caring for our sense
organ using creative arts and video clips.
Content Standard: The learners demonstrate understanding of the parts and functions of animals and their importance to humans.
Performance Standard: The learners should be able to enumerate ways of grouping animals based on their structure and
importance.
#
MELC
Number of days taught
Remarks
4
Describe animals in their immediate surroundings. (S3LT5 Days
llc-d-3)
Note: Science is taught five times a
week in (ELEM)in this case since MELC
Day 1-2: Identify and describe animals around you
4 and 5 is good for 1 week; it means
(House, School, Community)
that this MELC should be taught in 5
5
Identify the parts and functions of animals.
days)
(S3LT-llc-d-4)
Day 3-5 Identify the parts and functions of animals as
seen in the School, Home, and Barangay
6
Classify animals according to body parts and their uses.
(S3LT-llc-d-5)
5 Days
Note: Science is taught five times a
week in (ELEM) in this case since MELC
6 and 7 is good for 1 week it means
that this MELC should be taught in 5
days)
Day 1: Classify animals according to their body
coverings
Day 2: Classify animals according to their movements
(walk, crawl, swim, and fly)
Day 3: Classify animals according to body parts used in
getting food
7
State the importance of animals to humans (S3LT-llc-d6)
Day 4: State the importance of animals around us.
Day 5: Enumerate the ways of proper care for animals
around us (home, school, barangay)
Content Standard: The learners demonstrate understanding of external parts of plants and their functions, and importance to
humans.
Performance Standard: The learners should be able to demonstrate the proper ways of handling plants.
#
MELC
Number of days taught
Remarks
8
Describe the parts of different kinds of plants (S3LT-lle-f5 Days
8)
Note: Science is taught five times a
week in (ELEM) in this case since MELC
Day 1: Identify the different parts of the plant.
Day 2: Describe the parts of the different kinds of plants 8 and 9 is good for 1 week it means
that this MELC should be taught in 5
Day 3: Identify the different uses of plants.
days)
9
State the importance of plants to humans
(S3LT-lle-f-9)
Day 4: Enumerate the importance of plants
Day 5: Enumerate the proper ways of caring for plants.
Content Standard: The learners demonstrate an understanding of characteristics of living and non-living things.
Performance Standard: The learners should be able to illustrate the difference between living and non-living things.
#
MELC
Number of days taught
Remarks
10 Compare living with nonliving things
5 Days
(S3LT-lle-f-11)
(Note: Science is taught five times a
Day 1: Identify the characteristics of living and non-living week in (ELEM) in this case since MELC
10 and 11 is good for 1 week it means
things
that this MELC should be taught in 5
Day 2: Differentiate living things and non-living things
11
Identify observable characteristics that are passed on days)
from parents to offspring (e.g., humans, animals, plants)
(S3LT-llg-h-13)
Day 3: Identify and describe the characteristics of
observable traits in humans.
Day 4: Identify and describe the characteristics of
observable traits in animals of the same kind.
Day 5: Identify and describe the characteristics of
observable traits in plants of the same kind.
12
Identify the basic needs of humans, plants, and animals
5 Days
such as air, food, water, and shelter (S3LT-lli-j-14)
Note: Science is taught five times a
Day 1-2: Identify the basic needs of humans, animals, week in (ELEM) in this case since MELC
12 and 13 is good for 1 week it means
and plants
13
Explain how living things depend on the environment to that this MELC should be taught in 5
days)
meet their basic needs
(S3LT-lli-j-15)
Day 3-4: Enumerate things that we need from our
environment
Day 5: Explain the importance of the environment for our
basic needs
14
Recognize that there is a need to protect and conserve
5 Days
the environment. (S3LT-lli-j-16)
(Note: Science is taught five times a
Day 1-2: Identify the common problems in our week in (ELEM) in this case since MELC
14 is good for 1 week it means that this
environment
MELC should be taught in 5 days)
Day 3: Identify ways on how to conserve and protect
the environment.
Day 4: Explain the need to conserve and protect the
environment.
Day 5: Suggest ways to conserve and protect the
environment.
QUARTER 3: FORCES, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of the motion of objects.
Performance Standard: The learners should be able to observe, describe and investigate the position and movement of things
around them.
#
MELC
Number of days taught
Remarks
15
Describe the position of a person or an object in relation
15 Days
to a reference point such as a chair, door, another (Note: Science is taught five times a
person. (S3Fe-IIIa-b-1)
Day 1: Describe the position of a person in relation to week in (ELEM) in this case since MELC
another person using words such as in front of, and 15 is good for 3 weeks it means that
behind.
this MELC should be taught in 15 days)
Day 2: Describe the position of a person in relation to
another person using words such as at the right side of,
and at the left side of.
Day 3: Describe the position of an object in relation to a
person using the words such as in front of and behind.
Day 4: Describe the position of an object in relation to a
person using words such as at the right side of and at the
left side of.
Day 5- 6: Describe the position of a person in relation to
a reference point such as chairs, tables, cabinets, etc.
Day 7- 8: Describe the position of an object in relation to
a reference point such as chairs, tables, cabinets, etc.
Day 9-10: Describe the location of an object after it has
been moved.
Day 11-12: Determine whether an object or a person has
had a change in position.
Day 13 -15: Cite examples of objects around them that
have had a change in their position in relation to
reference point.
Content Standard: The learners demonstrate an understanding of the sources and uses of light, heat, and electricity.
Performance Standard: The learners should be able to apply the knowledge of the sources and uses of light, sound, heat, and
electricity.
#
MELC
Number of days taught
Remarks
16
Describe the different uses of light, sound, heat, and
15 Days
electricity in everyday life. (no code in MELCs but from (Note: Science is taught five times a
old CG, LC coded S3FE-IIIg-h-4 and S3FE-IIIj-5)
week in (ELEM) in this case since MELC
Day 1-3: Describe the different uses of light.
16 is good for 3 weeks it means that
Day 4-6: Describe the different uses of sound.
this MELC should be taught in 15 days)
Day 7-9: Describe the different uses of heat.
Day 10-12: Describe the different uses of electricity.
Day 13-15: Create an artwork showing the different uses
of light, heat, sound, and electricity
QUARTER 4 : EARTH AND SPACE
Content Standard: The learners demonstrate the understanding of people, animals, plants, lakes, rivers, streams, hills, mountains, and
other landforms and their importance
Performance Standard: The learners should be able to express their concerns about their surroundings through teacher-guided and
self-directed activities.
#
MELC
Number of days taught
Remarks
17
Relate the importance of surroundings to people and
10 DAYS
other living things. (S3ES-IVc-d-2)
(Note: Science is taught five times a
Day 1: Describe one's environment.
week (ELEM) in this case since MELC 17
Day 2: Identify and describe the different landforms such is good for 2 weeks it means that this
as hills and mountains.
MELC should be taught in 10 days)
Day3: Enumerate things found on landforms
Day 4: Describe the importance of landforms to people
and other living things.
Day 5: Identify and describe the different bodies of
water such as lakes, rivers, and streams.
Day 6: Enumerate things found on bodies of water.
Day 7: Describe the importance of bodies of water to
people and other living things.
Day 8: Realize that certain things live in land and water.
Day 9: Relate the importance of clean surroundings to
people and other living things.
Day 10: Cite ways on how to show concern and care
to their surroundings.
Content Standard: The learners demonstrate the understanding of types and effects of weather as they relate to daily activities,
health, and safety.
Performance Standard: The learners should be able to express ideas about safety measures during different weather conditions
creatively (through artwork, poem, song)
18
Describe the changes in the different weather over a
10 DAYS
Remarks
period of time. (S3ES-IVe-f-3)
(Note: Science is taught five times a
Day 1: Define weather and identify its different types.
week (ELEM) in this case since MELC 18
Day 2: Describe the weather on sunny days.
is good for 2 weeks it means that this
Day 3: Describe the weather on cloudy days.
MELC should be taught in 10 days)
Day 4: Describe the weather on windy days.
Day 5: Describe the weather on rainy days
Day 6: Describe the weather on stormy days
Day 7-8: Compare weather of different places
Day 9-10: Infer that weather changes over a period of
time.
19
Enumerate and practice safety precautionary measures
in dealing with different types of weather. (S3ES-IVg-h-5)
5 DAYS
(Note: Science is taught five times a
week (ELEM) in this case since MELC 19
is good for 1 week it means that this
MELC should be taught in 5 days)
Day 1 and 2: Illustrate activities of people during the
different types of weather.
Day 3: Enumerate safety measures in dealing with
different types of weather.
Day 4 and 5: Express ideas about safety measures
during different weather conditions creatively (through
artwork, poem, song)
Content Standard: The learners demonstrate the understanding that natural objects in the sky affect one’s daily activities.
Performance Standard: The learners should be able to list down activities, which affect their daily activities.
20
Describe the natural objects that are found in the sky
5 DAYS
Remarks
during daytime and nighttime. (S3ES-IVg-h-6)
(Note: Science is taught five times a
Day 1: Identify and describe the natural objects seen in week (ELEM) in this case since MELC 20
the sky during daytime and nighttime.
is good for 1 week it means that this
Day 2: Illustrate the sky during daytime and nighttime.
MELC should be taught in 5 days)
Day 3: Compare the natural objects seen in the sky
during daytime and nighttime.
Day 4: Describe how the natural objects found in the sky
affect one’s daily activities.
Day 5: List down activities during daytime and nighttime.
SCIENCE 4
Quarter 1: Matter
Content Standard: The learners demonstrate an understanding of groupings of different materials based on their properties.
Performance Standard:
The learners should be able to recognize and practice the proper handling of products.
#
MELC
Number of days taught
Remarks
1
Classify materials based on the ability to absorb water,
float, sink, undergo decay (S4MT-Ia-1)
Day 1: Describe and classify materials based on the
ability to absorb water
Day 2: Compare the characteristics of materials which
do not absorb water and materials which absorb water
Day 3: Identify and classify materials that float and sink
Day 4: Classify materials that float and sink
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 1 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Note:
Please include in the discussion the proper
handling of materials.
Ex: dishwashing liquid, bleach, shampoo,
muriatic acid, etc.
Day 5: Identify and classify materials that undergo decay
(include the discussion on proper segregation of waste)
Content Standard: The learners demonstrate understanding of changes that materials undergo when exposed to certain conditions.
Performance Standard: The learners should be able to evaluate whether changes in materials are useful or harmful to one’s
environment.
#
MELC
Number of days taught
2
Describe changes in solid materials when they are bent,
pressed, hammered, or cut; (S4MT-le-f-5)
10 Days
Day 1: Identify and describe ways in changing the size,
shape, texture, and other observable properties of solid
materials
Day 2: Describe what happens to solid materials when
bent
Day 3: Describe what happens to solid materials when
pressed
Day 4: Differentiate changes in materials when bent or
pressed
Day 5: Describe what happens to solid materials when
hammered
(Note: Science is taught
five times a week in
(ELEM) in this case since
MELC 2 is good for 2
weeks it means that this
MELC should be taught
in 10 days)
Remarks
Day 6: Describe what happens to solid materials when
cut
Day 7: Differentiate changes in materials when
hammered or cut
Day 8: Demonstrate how materials may undergo
change by bending, pressing, hammering, and cutting
Day 9: Group materials based on their ability to be bent,
pressed, hammered, and cut
Day 10: Make an artwork using bent, pressed, and cut
materials
#
3
MELC
Describe changes in properties of materials when
exposed to certain conditions such as temperature or
when mixed with other materials; (S4MT-Ig-h-6)
Day 1: Infer changes in the properties of solid materials
Day 2: Describe what happens to materials when
heated
Day 3: Describe what happens to materials when cooled
Day 4: Describe what happens to the solid materials
when mixed with other solid materials
Day 5: Identify the effect of mixing two solid materials
Day 6: Describe what happens to solid when mixed with
liquid materials
Day 7: Identify the effect of mixing solid and liquid
materials
Day 8: Describe what happens when two liquid materials
are mixed
Day 9: Describe the changes in the different materials
Number of days taught
10 Days
(Note: Science is taught
five times a week in
(ELEM) in this case since
MELC 3 is good for 2
weeks it means that this
MELC should be taught
in 10 days)
Remarks
Before teaching this competency
specifically Day 2, 3, & 9, give inputs and
exercises first on:
MELC 2
Describe changes in materials based on
the effect of temperature:
1. solid to liquid
2. liquid to solid
3. liquid to gas
4. solid to gas
(S3MT-Ih-j-4)
when exposed to different temperature
Identify and describe changes in materials
before and after heating (Grade 3, Q1)
Day 10: Prepare a mixture out of available materials
(ex. fruits, vegetables, herbal plants) in your area
and list down the changes observed
Observe and explain the different changes
of materials as affected by temperature.
(Grade 3, Q1)
#
MELC
Number of days taught
4
Identify changes in materials whether useful or harmful to
one’s environment. (S4MT-Ii-j-7)
10 Days
Day 1: Identify changes in materials that are useful or
harmful to one’s environment
Day 2: Determine whether the change in the material is
harmful or useful in the environment
Day 3: Describe the harmful effects of the changes in the
materials to the environment
Day 4: Describe beneficial effects of the changes in the
materials
Day 5: Suggest ways of preventing/minimizing the
harmful effects of the changes in the materials to
the environment
Day 6: Discuss the beneficial effects on the changes of
materials in the environment
Day 7: Suggest ways to improve the useful effects of the
changes in materials
Day 8: Prepare a list of medicines/foods found at home
or in the community showing the required storage
temperature
Day 9: Cite ways on how food and medicine are
affected by changes in temperature
(Note: Science is taught
five times a week in
(ELEM) in this case since
MELC 4 is good for 2
weeks it means that this
MELC should be taught
in 10 days)
Remarks
Prior to teaching this competency
specifically Day 8-9 give inputs and
exercises first on:
Cite
household/school/community
activities that are dependent on the
changes on materials based on the
changes of temperature. (Grade 3, Q1)
Identify and describe the changes in
materials before and after allowing them
to stand at room temperature. (Grade 3,
Q1)
Day 10: Evaluate when the materials become useful or
harmful to one’s environment
QUARTER 2: LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate understanding of how the major internal organs such as the brain, heart, lungs, liver,
stomach, intestines, kidneys, bones, and muscles keep the body healthy.
Performance Standard: The learners should be able to construct a prototype model of an organism that has body parts which can
survive in a given environment
#
MELC
Number of days taught
5
Describe the main function of the major organs (S4LT-llab-1)
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 5 and
6 is good for 1 week it
means that this MELC
should be taught in 5
days)
Day 1: Describe the parts and
and muscles
functions of the bones
Day 2: Describe the parts and functions of the stomach,
intestines, and kidneys
Day 3: Describe the structures and functions of the heart,
lungs, and brain
Remarks
Day 4:
*Construct a model of the bones and muscles using any
available materials at home.
* Construct a model of the kidney using any available
materials at home.
* Construct a model of the Lungs using any available
materials at home.
6
Day 5: Communicate that the major organs work
together to make the body function properly. (S4LT-lla-b2)
Content Standard: The learners demonstrate understanding of animals have body parts that make them adapt to land or water.
Performance Standard: The learners should be able to construct a prototype model of an organism that has body parts which can
survive in a given environment
#
MELC
Number of days taught
Remarks
7
Infer that body structures help animals adapt and survive
in their particular habitat (S4LT-lla-b-4)
Day 1-2: Infer that animals have different body structures
that help them adapt to their environment.
Day 3-5: Infer that animals have different body structures
in getting or eating their food and how to protect
themselves from their enemies.
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 7 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Prior to teaching this competency,
specifically Day 1-2, the teacher should
give information or exercises on the
classification of animals according to
body parts and their use. (G3, Q2)
Content Standard: The learners demonstrate understanding of plants have body parts that make them adapt to land or water
MELC
8
Identify the specialized structures of terrestrial and
aquatic plants (S4LT-lle-f-9)
Day 1-2: Distinguish the specialized structures of terrestrial
plants
Day 3-4: Distinguish the specialized structures of aquatic
plants
Day 5: Cite different benefits of specialized structures of
terrestrial plants and aquatic plants
Number of days taught
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 8 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Remarks
Before teaching this competency, the
teacher should discuss the following:
a. different parts and kinds of plants. (G3,
Q2)
b. importance of plants to humans. (G3,
Q2)
Content Standard: The learners demonstrate understanding of different organisms go through a life cycle which can be affected by
their environment
9
MELC
Compare the stages in the life cycle of organisms (S4LTllg-h-13)
Day 1: Compare the different stages in the life cycle of
human
Day 2: Identify the stages in the life cycle of animals
Day 3: Compare and contrast the different stages in the
life cycle of animals
Number of days taught
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 9 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Remarks
Prior to teaching this competency, the
teacher should discuss the importance of
animals to humans. (G3, Q2)
Day 4: Describe and compare the different stages in the
life cycle of Plants
Day 5: Differentiate the different stages in the cycle of
humans, animals, and plants
Content Standard: The learners demonstrate understanding beneficial and harmful interactions that occur among living things and
their environment as they obtain basic needs
Performance Standard: The learners should be able to construct a prototype model of an organism that has body parts which can
survive in a given environment
10
MELC
Number of days taught
Remarks
Describe the effects of the environment on life cycle of
organisms among living things (S4LT-llg-h-14)
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 10 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Preparatory activities about how living
things depend on the environment to
meet their basic needs should be given by
the teacher before teaching Day 1-2.
Day 1-2: Describe the effects of different environmental
conditions in the life cycle of organisms (Eg. Flood,
Drought, Environmental Calamities, Ultraviolet rays)
Day 3-5: Construct a prototype model of the life cycle of
a frog and a cockroach
Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among living
things and their environment as they obtain basic needs
#
MELC
Number of days taught
Remarks
11
Describe some types of beneficial and harmful
interactions among living things
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 11 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Engagement activities about how living
things depend on the environment to
meet their basic needs should be given
first by the teacher before teaching Day 1.
(G3, Q2)
Day 1: Identify and describe the effects of interactions
among livings things in their environment in a Mutualism
relationship
Day 2: Identify and describe the effects of interactions
among living things in their environment in a
Commensalism relationship.
Day 3: Compare and contrast the effects of interactions
among living things in their environment in a Mutualism
and Commensalism relationship.
Day 4: Identify and describe the effects of interactions
among livings things in their environment in a Parasitism
and Competition relationship
Day 5: Compare and contrast the effects of interactions
among livings things in their environment in a Parasitism
and Competition relationship
Content Standard: The learners demonstrate an understanding of the beneficial and harmful interactions that occur among living
things and their environment as they obtain basic needs
#
MELC
Number of days taught
Remarks
12
Describe the effects of interactions among organisms in
their environment (S4LT-lli-j-18)
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 12 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Preparatory activities about the following
lessons:
a. common problems in our environment.
b. ways we can conserve and protect our
environment should be given by the
teacher before teaching Day1. (G3, Q2)
Day 1-2: Infer the effects of interactions among
organisms in the environment.
Day 3-5: Describe and show the beneficial and harmful
effects of organism's interactions.
QUARTER 3: FORCES, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of the force that can change the shape, size, or movement of
objects.
Performance Standard:
#
MELC
Number of days taught
13
Explain the effects of force when applied to an object.
(S4FE-IIIa-1)
10 Days
(Note: Science is
taught five times a
week (ELEM) in this
case since MELC 13 is
good for 2 weeks it
means that this MELC
should be taught in 10
days.)
Day 1-2: Describe what happens to an object's shape
when force is applied
Day 3-4: Describe what happens to an object’s size
when force is applied
Day 5: Describe what happens to an object’s movement
when force is applied to an object at rest
Day 6: Describe what happens to an object’s movement
when force is applied to an object in motion
Day 7-8: Explain the effects of changing the amount of
force applied to the size, shape, and movement of an
object
Day 9-10: Demonstrate examples of effects of forces on
the shape, size, and movement of an object
14
Characterize magnetic force. (S4FE-IIId-e-3)
Day 1: Identify objects that can be attracted by a
magnet
Classify objects as to whether they can be attracted by
a magnet or not
Day 2: List down the objects that can be attracted by a
magnet
Describe a magnet
Day 3: Identify the uses of magnets
Day 4: Describe that a magnet can attract and repel
another magnet
Day 5: Demonstrate/Show that magnets have poles
5 Days
(Note: Science is
taught five times a
week (ELEM) in this
case since MELC 14 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Remarks
Infer that "like magnetic poles repel and unlike magnetic
poles attract"
Content Standard: The learners demonstrate an understanding of how light, heat, and sound travel using various objects.
Performance Standard: The learners demonstrate a conceptual understanding of the properties/characteristics of light, heat, and
sound.
15
Describe how light, sound, and heat travel. (S4FE-IIIf-g-4)
Day 1: Describe how light travels
Day 2: Describe how heat is transferred in solid materials
Day 3: Describe how heat is transferred in liquid
materials
10 Days
(Note: Science is
taught five times a
week (ELEM) in this
case since MELC 15 is
good for 2 weeks it
means that this MELC
should be taught in 10
days)
Prior to teaching these learning
competencies, the teacher is
encouraged to provide a review exercise
or background idea specifically on:
Describe the different uses of light, heat
and sound, and electricity in everyday life
(no code in MELCs but from old CG, LC
coded S3FE-IIIg-h-4 and S3FE-IIIj-5)
Provide an illustration showing sources of
light, sound, and heat and their uses. (G3,
Q3)
Day 4: Describe how heat is transferred through the air
Day 5-6: Use an illustration/model to explain how heat
travels in a given material
Day 7: Infer that sound travels through different materials
Day 8: Describe how sound travels in solid, liquid, and
gas materials
Day 9-10: Use an illustration/model to explain how sound
travels through different materials
Content Standard: The learners demonstrate an understanding of how light, heat, and sound travel using various objects.
Performance Standard: The learners demonstrate a conceptual understanding of the properties/characteristics of light, heat, and
sound.
16
Investigate properties and characteristics of light and
sound. (S4Fe-IIIh-5)
Day 1: Define reflection of light
Day 2: Describe how light is reflected
10 Days
(Note: Science is
taught five times a
week (ELEM) in this
Remarks
Day 3: Define refraction of light
Day 4: Describe how light is refracted
Day 5-6: Demonstrate reflection and refraction of light
using various materials
case since MELC 16 is
good for 2 weeks it
means that this MELC
should be taught in 10
days)
Day 7: Give examples of loud and soft sounds
Day 8: Infer what happens to the volume of the sound as
one moves away from the sound source
Day 9-10: Use illustrations/models to explain the
properties of light, heat, and sound
QUARTER 4: EARTH AND SPACE
Content Standard: The learners demonstrate understanding of the different types of soil
Performance Standard:
17
MELC
Number of days taught
Compare and contrast the characteristics of different
types of soil. S4ES-IVa-1
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 17 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Day 1: Identify the different types of soil based on their
physical characteristics
Day 2: Compare and contrast the characteristics of the
different types of soil as to their particle size, texture,
color, and water absorbability.
Day 3-4: Investigate the characteristics of the different
types of soil as to their ability to grow plants
Remarks
Day 5: Identify the importance and uses of soil based on
its characteristics.
18
MELC
Number of days taught
Explain the use of water from different sources in the
context of daily activities. S4ES-IVb-2
5 Days
(Note: Science is
Remarks
Day 1: Identify the different sources of water
Day 2: Classify sources of water as surface water or
groundwater
Day 3: Describe the use of water from the different
sources in the context of daily activities
Day 4: Explain the uses of water in our daily activities.
taught five times a
week in (ELEM) in this
case since MELC 18 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Day 5: Cite ways on how to conserve water resources for
human consumption.
MELC
19
Trace and describe the importance of the water cycle
Day 1-2: Identify the processes in the water cycle.
Trace the processes in the water cycle.
Day 3-5: Discuss the water cycle and explain its
importance
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 19 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Remarks
Content Standard: The learners demonstrate an understanding of the components of weather using simple weather instruments.
Performance Standard: The learners should be able to practice precautionary measures in planning activities.
MELC
20
Use weather instruments and describe the different
weather components in a weather chart.
Day 1: Describe the different components/elements of
weather.
Day 2: Identify and describe common weather
instruments.
Day 3: Describe the different weather components in a
weather chart.
Day 4: Predict the weather based on a weather chart.
Number of days taught
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 19 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Remarks
Day 5: Prepare a sample weather report using trends in
the sample weather chart.
MELC
21
Number of days taught
Identify safety precautions during different weather
conditions. S4ES-IVg-8
Day 1: Express ideas on safety precautions during sunny
days.
Day 2: Express ideas on safety precautions during rainy
days.
Day 3: Express ideas on safety precautions during stormy
days.
Remarks
5 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 21 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Day 4: Illustrate and explain safety precautions during a
given set of weather conditions.
Day 5: Discuss safety precautions in planning activities
during different weather conditions
Content Standard: The learners demonstrate understanding of the Sun as the main source of heat and light on Earth.
22
MELC
Number of days taught
Describe the changes in the position and length of
shadows in the surroundings as the position of the Sun
changes. S4ES-IVh-9
3 Days
(Note: Science is
taught five times a
week in (ELEM) in this
case since MELC 22-23
is good for 1 week it
means that this MELC
should be taught in 3
days)
Day 1: Describe the position of the sun at different times
of the day.
Day 2: Describe how shadows are formed.
Day 3: Relate the position of the sun with the length of
shadows.
MELC
23
Describe the effects of the Sun on human activities.
Remarks
Remarks
Day 4-5: Describe the effects of the Sun on human
activities.
SCIENCE 5
QUARTER 1: MATTER
Content Standard: The learners demonstrate understanding of the properties of materials to determine whether they are useful or
harmful
Performance Standard: The learners should be able to make use of local, recyclable solid and/or liquid materials in making useful
products
#
MELC
Number of days taught
Remarks
1
Use the properties of materials whether they are useful
or harmful (S5MT-Ia-b-1)
Note: Day 1-5: In teaching this concept, please see to
it that the learners will realize that the use of materials
is based on their properties and product label.
10 Days
(Note: Science is taught five
times a week (ELEM) in this
case since MELC1 is good for
2 weeks it means that this
MELC should be taught in 10
days)
Prior to teaching this competency,
give inputs and exercises on
“changes in materials whether useful
or harmful to one’s environment” (G4,
Q1)
Day 1: Classify materials found in the environment
according to use in personal body care products,
cleaning agents, and medicines
Day 2: Classify materials found in the environment
according to use in farm chemicals and reagents
food
Day 3: Identify useful materials at home, in school, and
the community
Day 4: Identify harmful materials at home, in school,
and the community
Day 5: Classify useful and harmful materials at home,
in school, and community
Prior to teaching this competency,
specifically day 5. give inputs and
examples on “change in the
materials and determine whether
harmful or useful in the environment”
(G4, Q1)
Day 6: Identify the properties of materials that
determine their uses, harmful effects
Day 7: Explain how different materials become useful
to the community
Day 8: Explain how different materials become
harmful to the community
Day 9 and 10: Create materials that will help convince
other people to use materials at home or in the
community that are environment-friendly.
Content Standard: The learners demonstrate understanding of the materials that undergo changes due to oxygen and heat.
Performance Standard: The learners should be able to make use of local, recyclable solid and/or liquid materials in making useful
products
2
Investigate changes that happen in materials under
the following conditions:
1 presence or lack of oxygen
2 application of heat
(S5MT-Ic-d-2)
10 Days
(Note: Science is taught five
times a week (ELEM) in this
case since MELC2 is good for
2 weeks it means that this
MELC should be taught in
10days)
Prior to teaching this competency,
give inputs on “materials affected by
changes in temperature”
Explain the different changes in
materials as affected by
temperature. (G3, Q1)
Cite ways on how food and
medicine are affected by changes in
temperature.
(G4, Q1)
Day 1: Describe physical and chemical change
operationally
Day 2: Identify the characteristics of physical and
chemical change
Day 3: Differentiate physical change from chemical
change
Day 4: Investigate changes that happen in the
presence of oxygen
Day 5: Investigate changes that happen in the
absence of oxygen
Day 6: Investigate changes that happen in the
application of heat
Day 7 and 8: Identify pieces of evidence affecting
chemical change:
a. Presence of oxygen;
b. Absence of oxygen;
c. Application of heat
Day 9 and 10: Describe different changes brought by
nature (e.g. global warming, pollution, etc.), humans,
and other living organisms (e.g. kaingin system,
incineration, etc.)
3
Design a product out of local, recyclable solid and/or
liquid materials in making useful products. (S5MT-Ih-i4)
Day 1: Identify the 5Rs components of proper waste
management
Day 2: Recognize the importance of 5Rs of waste
management
Day 3: Identify and describe ways on how to recycle
waste materials
Day 4 to 8: Prepare, organize, design procedures and
create a product out of local, recyclable solid and/ or
liquid materials in making useful products.
Day 9: Evaluate the finished product of local,
recyclable solid and/or liquid materials in making
useful products
10 Days
(Note: Science is taught five
times a week (ELEM) in this
case since the MELC3 is good
for 2 weeks it means that this
MELC should be taught in
10days)
Prior to teaching this competency,
show an example of “materials from
used materials available at home or
in the community”(G4, Q1)
Day 10: Describe the benefits of using 5R’s of waste
management.
QUARTER 2: LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate understanding of how the parts of the human reproductive system work
Performance Standard: The learners should be able to practice proper hygiene and how to take of the reproductive organs
#
4
MELC
Describe the parts of the reproductive system and
their functions (S5LT-lla-1)
Day 1: Identify the parts and functions of the Male
Reproductive System
Day 2: Describe the parts and functions of the Male
Reproductive System
Number of days taught
Remarks
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC4 is good for
1 week it means that this
MELC should be taught in 5
days)
Prior to teaching this competency,
specifically Day 1, give inputs and
exercises first on:
Communicate that the major organs
work together to make the body
function properly (G4, Q2)
Day 3: Identify the parts and functions of the Female
Reproductive System
Day 4: Describe the parts and functions of the Female
Reproductive System
Day 5: Compare and contrast the parts of Male and
Female Reproductive Systems and their functions.
5
Explain the menstrual cycle (S5LT-llc-3)
Day 1: Identify the phases of the menstrual cycle
Day 2: Describe the phases of the menstrual cycle
Day 3-5: Map the phases of the menstrual cycle
(Include Facts and Fallacies on Menstrual Cycle and
Tips on Proper Hygiene)
5 Days
(Note: Science is taught five
times a week (ELEM) in this
case since MELC5 is good for
1 week it means that this
MELC should be taught in 5
days)
Content Standard: The learners demonstrate understanding of how animals reproduce
Performance Standard: The learners should be able to create a hypothetical community to show how organisms interact and
reproduce in order to survive.
#
6
MELC
Describe the different modes of reproduction in
animals such as butterflies, mosquitoes, frogs, cats,
and dogs (S5LT-lle-5)
Day 1: Describe the mode of reproduction of
butterflies
Day 2: Describe the mode of reproduction of
mosquitoes
Number of days taught
5 Days
(Note: Science is taught five
times a week (ELEM) in this
case since MELC 6 is good for
1 week it means that this
MELC should be taught in
5 days)
Remarks
Prior to teaching this competency,
specifically Day 2-3, give inputs and
exercises first on:
Compare the stages in the life cycle
of organisms (G4, Q2)
Day 3: Describe the mode of reproduction of frogs
Day 4: Describe the mode of reproduction of cats
Day 5: Describe the mode of reproduction of dogs
Content Standard: The learners demonstrate understanding of how plants reproduce
Performance Standard:
#
7
MELC
Describe the reproductive parts in plants and their
functions (S5LT-llf-6)
Day 1-2: Identify and describe the male and female
reproductive parts of a flowering plant
Day 3-5: Identify the other plant parts that can be
used for reproduction
8
Describe the different modes of reproduction in
flowering and non-flowering plants such as moss, fern,
mongo, and others (S5LT-llg-7)
Day 1-3: Describe the different modes of reproduction
of non-flowering plants (moss and fern)
Day 4-5: Describe the different modes of reproduction
of flowering plants (mongo and others)
Number of days taught
Remarks
5 Days
(Note: Science is taught five
times a week (ELEM) in this
case since MELC7 is good for
1 week it means that this
MELC should be taught in
5 days)
5 days
(Note: Science is taught five
times a week (ELEM) in this
case since MELC8 is good for
1 week it means that this
MELC should be taught in 5
days)
Content Standard: The learners demonstrate understanding of the interactions for survival among living and non-living that take
place in estuaries and intertidal zones.
Performance Standard:
#
MELC
Number of days taught
9
Discuss the interactions among living things and
nonliving things in estuaries and intertidal zones (S5LTllh-8)
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC9 is good for
1 week it means that this
MELC should be taught in 5
days)
Day 1-3: Discuss the interactions among living and
nonliving things in estuaries
Day 4-5: Discuss the interactions among living and
nonliving things in the intertidal zone
10
Explain the need to protect and conserve estuaries
and intertidal zones (S5LT-llj-10)
Day 1-3: Explain the need to protect and conserve
estuaries
Day 4-5: Explain the need to protect and conserve
the intertidal zone
Remarks
Prior to teaching this competency,
specifically Day 1-2, give inputs and
exercises first on:
Describe the effects of the
environment on the life cycle of
organisms among living things (G4,
Q2)
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC 10 is good
for 1 week it means that this
MELC should be taught in 5
days)
QUARTER 3: FORCES, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of motion in terms of distance and time.
Performance Standard:
#
11
MELC
Describe the motion of an object by tracing and
measuring its change in position (distance travelled)
over a period of time (5FE-IIIa-1)
Day 1: Distinguish speed, distance, and time
Day 2-3: Explain how to determine the distance
between two objects in motion
Number of days taught
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC 11 is good
for 1 week it
Remarks
Day 4-5: Solve simple problems on computing the
speed of an object in motion
Content Standard: The learners demonstrate an understanding of how different objects interact with light, sound, and heat.
Performance Standard:
12
Discuss why some materials are good conductors of
heat and electricity (S5FE-IIIc-3)
Day 1: Enumerate the characteristics of good
conductors of heat and electricity
Day 2-3: Explain and classify why some materials are
good conductors of heat and electricity
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since this MELC 12 is
good for 1 week it means
that this MELC should be
taught in 5 days)
Prior to teaching this competency,
give inputs and exercises first on:
Describe how heat is transferred in
solid materials. (G4, Q3)
Day 4-5: Explain the effects of heat and electricity on
people and objects
Content Standard: The learners demonstrate an understanding of the effects of heat and electricity, light, and sound on people
and objects
Performance Standard:
13
Relate the ability of the material to block, absorb, or
transmit light to its use (S5FE-IIIe-5)
Day 1-2: Identify the materials that can block, absorb,
or transmit light
Day 3-5: Relate the ability of the material to its uses to
block, absorb or transmit light
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC 13 is good
for 1 week it means that this
MELC should be taught in 5
days)
Content Standard: The learners demonstrate an understanding of a simple DC circuit and the relationship between electricity and
magnetism in electromagnets.
Performance Standard:
14
Infer the conditions necessary to make a bulb light up
(S5FE-IIIf-6)
Day 1: Identify the parts of the electric circuit
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC 14 is good
Day 2: Describe the function of the parts of an electric
circuit
Day 3-5: Construct a simple circuit that will make a
bulb light
15
Determine the effects of changing the number or type
of components in a circuit (S5FE-IIIg-7)
Day 1: Describe the effects of connecting more dry
cells in series on the brightness of the bulb
Day 2: Describe the effects of connecting more bulbs
in series on the brightness of the bulbs
for 1 week it means that this
MELC should be taught in 5
days)
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC 15 is good
for 1 week it means that this
MELC should be taught in 5
days)
Day 3: Describe the effects of changing the
arrangement of the bulbs on their brightness
Day 4: Differentiate between a series and a parallel
circuit
Day 5: Design an experiment on a series and a
parallel circuit
Content Standard: The learners demonstrate an understanding of a simple DC circuit and the relationship between electricity and
magnetism in electromagnets.
Performance Standard: The learners should be able to propose a design using electromagnets that is useful for home, school, or
community.
16
Design an experiment to determine the factors that
affect the strength of the electromagnet (S5FE-III-j-9)
Day 1: Infer that electricity can be used to produce
magnets
Day 2: Investigate how the number of coils affects the
strength of an electromagnet
Day 3: Investigate how the number of cells affects the
strength of an electromagnet
5 Days
(Note: Science is taught five
times a week in (ELEM) in this
case since MELC 16 is good
for 1 week it means that this
MELC should be taught in 5
days
Day 4-5: Propose a design using electromagnets that
is useful for home, school, or community
QUARTER 4: EARTH AND SPACE
Content Standard: The learners demonstrate understanding of weathering and soil erosion shape the Earth's surface and affect living
things and the environment.
Performance Standard: The learners should be able to participate in projects that reduce soil erosion in the community.
#
17
MELC
Describe how rocks turn into the soil (S5ES-IVa-1)
Day 1: Identify and describe the processes of
weathering.
Day 2: Compare mechanical from chemical
weathering
Day 3: Identify the agents of weathering (e.g. water,
wind, people, animals plants, sun)
Number of days taught
Remarks
5 DAYS
Note: Science is taught five
times a week (ELEM) in this
case since MELC17 is good
for 1 week it means that this
MELC should be taught in 5
days)
Day 4: Explain how the action of wind, water, and sun
contribute to rock weatheringDay 5: Infer that continuous weathering led to soil
formation.
18
Investigate the extent of soil erosion in the community
and its effect on living things and the environment
(S5ES-IVb-2)
Day 1: Identify factors affecting soil erosion.
Day 2-3: Illustrate how certain factors affect the
amount of soil carried away: a) slope of land; b)
strength and volume of running water,c) presence of
land crops; d) dryness and size of soil particles.
5 DAYS
Note: Science is taught five
times a week (ELEM) in this
case since MELC18 is good
for 1 week it means that this
MELC should be taught in 5
days)
Prior to teaching this competency,
specifically Days 2-3 give inputs and
discussions first on:
Compare and contrast the
characteristics of the different types
of soil as to their particle size, texture,
color, and water absorbability. (G4,
Q4)
Day 4: Investigate the extent of soil erosion in the
community and its effects on living things and the
environment.
Day 5: Prepare/design a plan that could help reduce
soil erosion in the community.
Content Standard: The learners demonstrate an understanding of weather disturbances and their effects on the environment.
Performance Standard: The learners should be able to prepare an individual emergency kit.
19
Characterize weather disturbances in the Philippines
and describe their effects on daily life
Day 1: Identify the different weather systems in the
Philippines.
Day 2: Discuss a low-pressure area.
Day 3: Identify and describe the different weather
disturbances: Depression, Storm, Typhoon.
Day 4: Discuss monsoon winds.
10 DAYS
(Note: Science is taught five
times a week (ELEM) in this
case since MELC19 is good
for 2 weeks it means that this
MELC should be taught in 10
days)
Prior to teaching this competency,
specifically Day 4 give inputs and
discussions first on:
Describe the different
components/elements of weather.
(G4, Q4)
Day 5: Explain the changes in the weather before,
during, and after the typhoon.
Day 6: Describe the effects of the winds associated
with each storm warning signal.
Day 7: Describe the effect of typhoons on human
activities.
Day 8: Describe the effect of typhoons on other living
things such as plants and animals.
Day 9: Describe the effects of typhoons on physical
structures.
Day 10: Suggest, discuss precautionary measures
before, during, and after a typhoon and prepare an
individual emergency kit.
Prior to teaching this competency,
specifically Day 10 give inputs and
discussions first on:
Discuss safety precautions during
stormy days. (G4, Q4)
Content Standard: The learners demonstrate an understanding of the phases of the moon and the beliefs and practices associated
with it.
Performance Standard: The learners should be able to debug local myths and folklore about the Moon and the Stars by presenting
pieces of evidence to convince the community folks.
20
Infer the pattern in the changes in the appearance of
the Moon
(S5ES-IVg-h-7)
Day 1: Describe the characteristics of the moon.
Day 2: Identify the different phases of the moon.
Day 3: Illustrate the phases of the moon.
Day 4: Infer the pattern in the changes in the
appearance of the moon.
Day 5: Show how the relative position of Earth, Moon,
and Sun causes the apparent changes in the shape
of the moon.
Day 6: Relate the phases of the moon and the length
of the month.
Day 7: Show the revolution of the moon around the
Earth and its synchronous rotation.
10 DAYS
(Note: Science is taught five
times a week (ELEM) in this
case since MELC 20 is good
for 2 weeks it means that this
MELC should be taught in 10
days)
Prior to teaching this competency,
specifically Day 1 give inputs and
discussions first on:
Identify and describe the natural
objects seen in the sky during
daytime and nighttime. (G3, Q4)
Day 8: Observe and record the apparent changes in
the phases of the moon.
Day 9: Discuss beliefs and practices that have been
attributed to the moon.
Prior to teaching this competency,
specifically Day 9 give inputs and
discussions first on:
Describe how the natural objects
found in the sky affect one’s daily
activities. (G3, Q4)
Day 10: Explain local myths and folklore about the
moon by presenting pieces of evidence to convince
the community folks.
Prior to teaching this competency,
specifically Day 10 give inputs and
discussions first on:
Describe how the natural objects
found in the sky affect one’s daily
activities. (G3, Q4)
Content Standard: The learners demonstrate an understanding of the constellations and the information derived from their location
in the sky.
Performance Standard: The learners should be able to debug local myths and folklore about the Moon and the Stars by presenting
pieces of evidence to convince the community folks.
21
Identify star patterns that can be seen at particular
times of the year
(S5ES-IVj-9)
Day 1: Infer that the stars in the sky differ in size and
brightness relative to their distance as viewed from
Earth.
Day 2: Identify common constellations in the sky.
Day 3: Identify and discuss star patterns that can be
seen at particular times of the year.
Day 4: Explain the importance of constellations to
humans.
5 DAYS
(Note: Science is taught five
times a week (ELEM) in this
case since MELC 21 is good
for 1 week it means that this
MELC should be taught in 5
days)
Day 5: Explain local myths and folklore about the stars
by presenting pieces of evidence to convince the
community folks.
SCIENCE 6
QUARTER 1: MATTER
Content Standard: The learners demonstrate an understanding of different types of mixtures and their characteristics.
Performance Standard: The learners should be able to prepare beneficial and useful mixtures such as drinks, food, and herbal
medicines.
#
MELC
Number of days
Remarks
taught
1
Describe the appearance and uses of homogeneous and
15 Days
heterogeneous mixtures.
(Note: Science is
taught five times a
week (ELEM) in this
Day 1: Describe the appearance of the combination of
case since MELC1 is
solid materials.
good for 3 weeks it
Day 2: Describe the appearance of the combination of
means that this MELC
solid and liquid materials.
should be taught in 15
Day 3: Describe the appearance of the combination of
Prior to teaching this competency,
days)
liquid materials.
give inputs and examples on “what
happens when two liquid materials are
mixed” (G4, Q1)
MELC 3
Describe changes in properties of
materials when exposed to certain
conditions such as temperature or
when mixed with other materials
Describe what happens when two
liquid materials are mixed.
Day 4: Describe the appearance of homogeneous
mixtures.
Day 5: Describe the appearance of heterogeneous
mixtures.
Day 6: Classify mixtures into homogeneous and
heterogeneous.
Day 7: Describe the characteristics of homogeneous and
heterogeneous mixtures.
Day 8: Identify common examples of solutions found at
home and describe their uses.
Day 9: Define and identify the solute and the solvent in a
solution.
Day 10: Infer through simple experiments the conditions
(e.g., size of particles, stirring of a mixture, temperature)
that affects the formation of a mixture.
Day 11: Describe suspension as a heterogeneous mixture.
Day 12: Identify common examples of suspensions and
describe their uses.
Day 13: Infer that colloid is a heterogeneous mixture.
Day 14: Identify common household colloids and their
uses.
Day 15: Prepare beneficial and useful mixtures.
Content Standard: The learners demonstrate an understanding of different techniques to separate mixtures.
Performance Standard: The learners should be able to separate desired materials from common and local products.
2
Describe techniques in separating mixtures such as
15 Days
decantation, evaporation, filtering, sieving, and using a
(Note: Science is
magnet.
taught five times a
week (ELEM) in this
Day 1-2: Illustrate and describe techniques in separating
case since MELC2 is
mixtures. (Define and describe each technique)
Day 3-10: Investigate the techniques of separating mixture good for 3 weeks it
means that this MELC
such as: decantation, evaporation, filtering, sieving, and
should be taught in 15
using a magnet).
days)
Day 11-12: Explain the uses and importance of the
different methods of separating mixtures in our daily lives.
Day 13: Describe the techniques on how each
component will be separated from its mixture (teacher
prepared mixture).
Day 14-15: Separate desired materials from common
products found at home using at least three different
techniques to separate mixtures.
QUARTER 2: LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate understanding of how the major organs of the human body work together to form
organ systems
Performance Standard: The learners should be able to make a chart showing healthful habits that promote proper functioning of
the musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems.
#
MELC
Number of days
Remarks
taught
3
Explain how the organs of each organ system work
10 days
Prior to teaching this competency,
together (S6LT-lla-b-1)
(Note: Science is
specifically Day 1-4, give inputs and
taught five times a
exercises first on:
Day 1: Explain the functions of the organs of the Skeletal
week (ELEM) in this
System and how it works together.
case since MELC 3 is
Describe the main function of the
Day 2-3: Explain the functions of the organs of the
good for 2 weeks it
major organs (G4, Q2)
Muscular System and how it works together.
means
that
this
MELC
Day 4: Explain the functions of the organs of the
should be taught in 10
Integumentary System and how it works together.
days)
Day 5: Explain the functions of the organs of the Digestive
System and how it works together.
Day 6: Explain the functions of the organs of the
Respiratory System and how it works together.
Day 7-8: Explain the functions of the organs of the
Circulatory System and how it works together.
Day 9-10: Explain the functions of the organs of the
Nervous System and how it works together
Content Standard: The learners demonstrate understanding of how the major organs of the human body work together to form
organ systems
Performance Standard: The learners should be able to make a chart showing healthful habits that promote proper functioning of the
musculo-skeletal, integumentary, digestive, circulatory, excretory, respiratory, and nervous systems.
4
Explain how the different organ systems work together
5 days
Prior to teaching this competency,
(S6LT-llc-d-2)
(Note: Science is
specifically Day 5, give inputs and
taught five times a
exercises first on:
Day 1: Explain how Musculo-skeletal and Integumentary
week (ELEM) in this
System work together
case since MELC 4 is
Communicate that the major organs
Day 2: Explain how the organs of the Digestive,
good for 1 week it
work together to make the body
Respiratory, and Circulatory Systems work together
means
that
this
MELC
function properly
Day 3: Explain how the nervous and integumentary
should be taught in
(G4, Q2)
systems work together
5 days)
Day 4-5: Make a chart showing healthful habits that
promote proper functioning of all the organs systems in the
body
Content Standard: The learners demonstrate an understanding of the different characteristics of vertebrates and invertebrates.
Performance Standard: The learners should be able to:
1. make an inventory of vertebrates and invertebrates that are commonly seen in the community
2. practice ways of caring and protecting animals.
5
Determine the distinguishing characteristics of vertebrates
10 days
Prior to teaching this competency,
and invertebrates (S6LT-lle-f-3)
(Note: Science is
specifically Day 1, give inputs and
exercises first on:
Day 1: Identify and describe vertebrates and invertebrates taught five times a
week (ELEM) in this
commonly seen in the community.
case since MELC 5 is
Day 2: Identify and describe the characteristics of
good for 2 weeks it
vertebrates (mammals)
means that this MELC
MELC 3
Day 3: Identify and describe the characteristics of
should be taught in
Infer that animals have different
vertebrates (birds and reptiles)
10 days)
body structures that make them adapt
Day 4: Identify and describe the characteristics of
to land and water (G4, Q2)
vertebrates (amphibians, fishes)
Day 5: Classify vertebrates into mammals, birds, reptiles,
amphibians, and fishes.
Day 6: Identify and describe the characteristics of the
following groups of invertebrates: - insects and spiders.
Day 7: Identify and describe the characteristics of the
following groups of invertebrates: -worms, shellfish, and
snail
Day 8: Classify invertebrates into insects, spiders, worms,
shellfish, and snail
Day 9: Make an inventory of vertebrates and invertebrates
that are commonly seen in the community.
Day 10: Practice ways of caring and protecting animals.
Content Standard: The learners demonstrate understanding of the interactions for survival among the living and nonliving things that
take place in tropical rainforests, coral reefs, and mangrove swamps
Performance Standard: The learners should be able to form discussion groups to tackle issues involving the protection and
conservation of ecosystems that serve as nurseries, breeding places, and habitats for economically important plants and animals.
6
Discuss the interactions among living things and nonliving
5 Days
Preparatory activities about
things in tropical rainforests, coral reefs, and mangrove
(Note: Science is
interactions among living things and
swamps (S6LT-lli-j-5)
taught five times a
nonliving things should be given by
week in (ELEM) in this
the teacher before teaching Day 1
Day 1: Discuss the interactions among living things and
case since MELC 6 is
(G5, Q2)
nonliving things in tropical rainforests
good for 1 week it
Day 2: Explain the harmful and beneficial effects of
interactions among living and nonliving things in a tropical means that this MELC
should be taught in 5
rainforest.
Day 3: Discuss the interactions among living things and
days)
nonliving things in coral reefs
Day 4: Discuss the interactions among living things and
nonliving things in mangrove swamps
Day 5: Explain the harmful and beneficial effects of
interactions among living and nonliving things in coral
reefs and mangrove swamps.
7
Explain the need to protect and conserve tropical
5 Days
Prior discussion about the need to
rainforests, coral reefs, and mangrove swamps (S6LT-lli-j-6) (Note: Science is
protect and conserve estuaries and
taught five times a
intertidal zones should be made by the
Day 1: Explain the need to protect and conserve tropical
week in (ELEM) in this
teacher before teaching Day1. (G5,
rainforests.
case since MELC 7 is
Q2)
Day 2: Explain the need to protect and conserve coral
good
for
1
week
it
reefs
means that this MELC
Day 3: Explain the need to protect and conserve
should be taught in 5
mangrove swamps
days)
Day 4-5 Form discussion groups to tackle issues involving
the protection and conservation of ecosystems that serve
as nurseries, breeding places, and habitats for
economically important plants and animals.
QUARTER 3: FORCES, MOTION AND ENERGY
Content Standard: Content Standard: The learners demonstrate an understanding of gravity and friction affect the movement of
objects.
Performance Standard: The learners should be able to produce an advertisement that demonstrates road safety.
#
MELC
Number of days
Remarks
taught
8
Infer how friction and gravity affect the movements of
10 days
different objects. (S6FE-IIIa-c-1)
(Note: Science is
taught five times a
Day 1: Investigate why an object moving along a surface
week (ELEM) in this
slows down and eventually stops
case since MELC 8 is
Day 2: Describe and define friction
good for 2 weeks it
Day 3: Investigate static friction.
means that this MELC
Describe and define static friction
should be taught in 10
Day 4-5: Investigate kinetic friction.
days)
Describe and define kinetic friction.
Day 6: Describe how friction affects the movement of an
object
Day 7: Give instances of when friction is desirable and
undesirable.
Day 8: Perform a simple experiment on how gravity affects
motion.
Day 9-10: Produce an advertisement on road safety
Content Standard: The learners demonstrate an understanding of how energy is transformed in simple machines.
Performance Standard: The learners should be able to create a marketing strategy for a new product on electrical or light
efficiency.
9
Demonstrate how sound, heat, light, and electricity can be
15 days
transformed. (S6FE-IIId-f-2)
(Note: Science is
taught five times a
Day 1: Identify forms of energy (sound, light, electrical)
week (ELEM) in this
Day 2-3: Describe how sound is produced.
case since MELC 9 is
Give examples of materials that produce sound.
good for 3 weeks it
Describe sound energy.
means that this MELC
Day 4-6: Describe Heat.
should be taught in 15
Give examples of materials that produce heat.
days)
Describe heat as a mode of energy transfer.
Day 7: Describe light energy.
Give examples of materials that produce light.
Day 8: Demonstrate how heat can be transformed into
light.
Day 9: Demonstrate energy transformation from electrical
energy to sound energy.
Demonstrate energy transformation from electrical energy
to light to heat.
Day 10: Infer how electricity can be transformed into
sound to heat.
Day 11: Construct a diagram showing energy
transformation.
Day 12: Demonstrate various ways to conserve energy.
Day 13-15: Create a marketing strategy for a new product
on electrical or light efficiency.
10
Manipulate simple machines to describe their
10 days
characteristics and uses. (S6FE-g-i-3)
(Note: Science is
Day 1: Define and describe simple machines.
taught five times a
Identify the different kinds of machines.
week (ELEM) in this
Day 2-3: Describe, classify, and give applications of a
case since MELC 10 is
lever.
good for 2 weeks it
Manipulate how a lever can lift an object.
Day 4: Describe the characteristics and functions of an
means that this MELC
inclined plane.
should be taught in 10
Manipulate an inclined plane.
days)
Day 5: Describe the characteristics and functions of a
wedge.
Manipulate a wedge.
Day 6: Describe the characteristics of a screw.
Demonstrate the use of a screw.
Day 7: Describe the characteristics and functions of a
pulley.
Day 8: Identify the types and uses of pulley/Manipulate a
pulley.
Day 9: Describe the characteristics and function of a
wheel and axle.
Manipulate a wheel and axle
Day 10: Identify simple machines present in household
devices.
QUARTER 4: EARTH AND SPACE
Content Standard: The learners demonstrate an understanding of the effects of earthquakes and volcanic eruptions.
Performance Standard: The learners should design an emergency and preparedness plan and kit.
#
MELC
Number of days
Remarks
taught
11
Describe the changes on the earth's surface as a result of
5 Days
earthquakes and volcanic eruptions. (S6ES-IVa-1)
(Note: Science is
Day 1: Describe changes on the earth's surface as a result taught five times a
week (ELEM) in this
of an earthquake.
Day 2: Compare an area hit and not hit by an earthquake. case since MELC 11 is
Day 3: Illustrate changes on the earth's surface as a result of good for 1 week it
means that this MELC
volcanic eruptions.
Day 4: Compare an area hit and not hit by volcanic should be taught in 5
days)
eruptions.
Day 5: Predict what will happen to the earth's surface with
the occurrence of successive earthquakes and volcanic
eruptions.
12
Enumerate what to do before, during, and after an
5 Days
earthquake and volcanic eruptions (S6ESIVb-2)
(Note: Science is
Day 1: Enumerate what to do before, during, and after an taught five times a
week (ELEM) in this
earthquake.
Day 2: Create a presentation on what to do before, during, case since MELC12 is
and after the earthquake.
good for 1 week it
Day 3: Enumerate what to do before, during, and after means that this MELC
should be taught in 5
volcanic eruptions.
Day 4: Create a presentation on what to do before, during, days)
and after volcanic eruptions.
Day 5: Design a preparedness plan/emergency plan and
kit in case of earthquake and volcanic eruption.
Content Standard: The learners demonstrate an understanding of the weather patterns and seasons in the Philippines.
13
Describe the different seasons in the Philippines. (S6ES-IVc5 Days
3)
(Note: Science is
Day 1: Analyze and interpret the weather data in each taught five times a
week (ELEM) in this
month of the year.
Day 2: Infer the season through weather patterns in the case since MELC13 is
good for 1 week it
Philippines.
means that this MELC
Day 3: Describe the different seasons in the Philippines.
should be taught in 5
Day 4: Determine the occurrence of the dry season and
days)
wet season in the Philippines using a graph.
Explain the occurrence of the dry season and wet season
in the Philippines.
Day 5: Explain the importance of knowing the weather
patterns and seasons in the Philippines.
Content Standard: The learners demonstrate an understanding of the Earth's rotation and revolution.
14
Differentiate between rotation and revolution and describe
10 Days
the effects of the Earth’s motions (S6ES-IVe-f-5)
(Note: Science is
taught five times a
Day 1-2: Describe and illustrate the rotation of the Earth.
week (ELEM) in this
Day 3: Describe the effects of Earth’s rotation.
Day 4-5: Describe and illustrate the revolution of the Earth. case since MELC14 is
good for 2 weeks it
Day 6-7: Describe the effects of Earth’s revolution.
means that this MELC
Day 8: Differentiate between rotation and revolution.
Day 9-10: Create an illustration of Sun-Earth-Moon and should be taught in 10
days)
explain the rotation and revolution of the Earth.
Content Standard: The learners demonstrate an understanding of the characteristics of planets in the solar system.
15
Compare the planets of the solar system (S6ES-IVg-h-6)
5 Days
(Note: Science is
Day 1: Identify the planets in the solar system.
Day 2: Describe the planets according to their observable taught five times a
week (ELEM) in this
characteristics (size, color, etc).
16
Day 3: Describe the planets according to their distance
from the Sun.
Day 4: Describe the planets according to their composition.
Day 5: Compare the Earth with other planets which makes
it livable.
case since MELC15 is
good for 1 week it
means that this MELC
should be taught in 5
days)
Construct a model of the solar system showing the relative
sizes of the planets and their relative distances from the Sun
(S6ES-IVi-j-7)
Day 1: Compare the sizes of the planets in the solar system.
Day 2: Compare the relative distances of the planets from
the sun and other planets.
Day 3: Illustrate the planets in the solar system focusing on
their colors, relative sizes, and distances from the Sun.
Day 4-5: Construct a model of the solar system showing the
relative sizes of the planets and their relative distances from
the Sun (S6ES-IVi-j-7)
5 Days
(Note: Science is
taught five times a
week (ELEM) in this
case since MELC16 is
good for 1 week it
means that this MELC
should be taught in 5
days)
SCIENCE 7
QUARTER 1 : MATTER
Content Standard: Scientific ways of acquiring knowledge and solving problems.
Performance Standard: Perform in groups in guided investigations involving community-based problems using locally available
materials.
#
MELC
Number of days taught
1
Describe the components of a scientific investigation.
(S7MT-Ia-1)
4 DAYS
(Note: Science is taught
four times a week (JHS)
in this case since MELC1
is good for 1 week it
means that this MELC
should be taught in 4
days)
Day 1: Identify and describe the components of a
scientific investigation based on evidence.
Day 2: Differentiate qualitative from quantitative
observation
and
identify
the
independent,
dependent, and controlled variables.
Remarks
Day 3: Formulate a hypothesis, collect, organize and
interpret data about the investigation.
Day 4: Conduct a simple investigation involving
community-based problems by using locally available
materials. (Guided investigation related to MELC 2)
Content Standard: Classifying substances as elements or compounds.
Performance Standard: Make a chart, poster, or multimedia presentation of common elements showing their names, symbols, and
uses.
2
Recognize that substances are classified into elements
and compounds. (S7MT-Ig-h-5)
Day 1: Differentiate elements from compounds based
on their composition and properties.
Day 2: Describe briefly the history and basis of naming
elements.
Day 3: Classify elements into metal, nonmetal, &
metalloids according to their properties.
8 DAYS
(Note: Science is taught
five times a week (JHS)
in this case since MELC2
is good for 2 weeks it
means that this MELC
should be taught in 8
days)
Day 4: Classify compounds into acid, base & salt based
on their properties.
Day 5-6: Identify and describe important elements and
compounds that are useful to humans, the
environment, and industry.
Day 7: Identify elements and compounds from food
labels and other products available at home, market,
and in the community.
Day 8: Create a presentation of common elements
showing their names, symbols, and uses.
Content Standard: Properties of substances that distinguish them from mixtures.
Performance Standard: Investigate the properties of mixtures of varying concentrations using available materials in the community for
specific purposes.
3
Distinguish mixtures from substances based on a set of
properties. (S7MT-Ie-f-4)
Day 1 -2: Distinguish mixtures from substances
according to their composition and properties.
Day 3-4: Classify given materials as substances or
mixtures (include chemical formula of substances with
their common names and chemical names of
materials found at home or in the community)
8 DAYS
(Note: Science is taught
five times a week (JHS)
in this case since MELC3
is good for 2 weeks it
means that this MELC
should be taught in 8
days)
Day 5-6: Determine unknown samples as substances or
mixtures based on the given descriptions/ statements.
Prior to teaching this competency, consider
revisiting the following MELCs:
Describe the appearance and uses of
homogeneous
and
heterogeneous
mixtures.
Give inputs and exercises first on:
Classify mixtures into homogeneous and
heterogeneous.
Describe the characteristics of the
homogeneous and heterogeneous mixture
(G6, Q1)
Day 7-8: Show the importance of mixtures and
substances.
Content Standard: Some important properties of solutions.
Performance Standard: Prepare different concentrations of mixtures according to uses and availability of materials.
4
Investigate properties of unsaturated or saturated
solutions. (S7MT-Ic-2)
Day 1: Define solution operationally and identify and
describe
the
components,
properties,
and
characteristics of solutions.
Day 2: Investigate the factors affecting solubility.
Day 3-4: Investigate the properties of unsaturated,
saturated, and supersaturated solutions S7MT-Ic-2.5 a.
Perform an experiment on saturation of solution and
differentiate
saturated,
unsaturated,
and
supersaturated solutions.
4 DAYS
(Note: Science is taught
four times a week (JHS)
in this case since MELC4
is good for 1 week it
means that this MELC
should be taught in 4
days)
Prior to teaching this competency, consider
revisiting the following MELCs:
Describe the appearance and uses of
homogeneous
and
heterogeneous
mixtures.
Specifically, on Day 1, give inputs and
exercises first on:
Define and identify the solute and the
solvent in a solution. (G6, Q1)
Content Standard: Some important properties of solutions.
Performance Standard: Prepare different concentrations of mixtures according to uses and availability of materials.
5
Express concentrations of solutions quantitatively by
preparing different concentrations of mixtures
4 DAYS
Prior to teaching this competency, consider
revisiting the following MELCs:
according to uses and availability of materials. (S7MTId-3)
Day 1: Enumerate and describe the types of solutions
according to the proportion of the solute and the
solvent (Diluted & Concentrated) and
identify and describe the types of solutions according
to the amount of solute present in a given solvent
(Concentration)
(Note: Science is taught
four times a week (JHS)
in this case since MELC5
is good for 1 week it
means that this MELC
should be taught in 4
days)
Describe the appearance and uses of
homogeneous
and
heterogeneous
mixtures.
Specifically, Day 1 & 4, give inputs and
exercises first on:
Identify common examples of solutions
found at home and describe their uses. (G6,
Q1)
Day 2: Calculate the percentage by weight of the
given solutions.
Day 3: Calculate the percentage by volume of the
given solutions.
Day 4: Prepare different concentrations of solutions
using available materials at home.
QUARTER II – LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate understanding of the parts and functions of the compound microscope
Performance Standard: The learners should be able to employ appropriate techniques using the compound microscope to gather
data about very small objects
#
MELC
Number of days taught Remarks
6
Identify parts of the microscope and their functions 4 DAYS
(S7LT-IIa-1)
(Note: Science is taught
Day 1: Describe, define and state the uses of a four times a week in
(JHS) in this case since
microscope.
MELC 6 is good for 1
Day 2: Discuss the history of microscopes.
Day 3: Describe the parts of the microscope and its week it means that this
functions using materials as provided by the teachers MELC should be taught
in 4 days)
(label & color the parts)
Day 4: Demonstrate the basic microscope technique
and guidelines to follow.
7
Focus specimens using the compound microscope
4 DAYS
MELC 7 could only be attained with the use
S7LT-IIb-2
(Note: Science is taught of a microscope.
Day 1: Differentiate Simple and Compound four times a week in
(JHS) in this case since Without a microscope, the allotted time
Microscope
Day 2: Differentiate the magnifying power or MELC 7 is good for 1 could be used to discuss other MELCs.
week it means that this
magnification from resolving power or resolution
Day 3-4: Illustrate how to focus specimens.
MELC should be taught
in 4 days)
Content Standard: The learners demonstrate understanding of the different levels of biological organization
Performance Standard: The learners should be able to employ appropriate techniques using the compound microscope to gather
data about very small objects
8
Describe the different levels of biological organization 4 DAYS
Prior to teaching this competency,
from cell to biosphere
(Note: Science is taught specifically Day 4, give inputs and exercises
S7LT-IIc-3
four times a week in first on:
Day 1-3: Describe, identify, and summarize the levels of (JHS) in this case since - Explain how the different organ systems
MELC 8 is good for 1
work together (S6LT-llc-d-2)
biological organization from cell to biosphere.
Day 4: Suggest ways of taking care of the biological week it means that this
MELC should be taught - Discuss healthful habits that promote
organization from cell to biosphere.
in 4 days)
proper functioning of all the organs
systems in the body
(G6, Q2)
Content Standard: The learners demonstrate understanding of the difference between animal and plant cells
Performance Standard: The learners should be able to employ appropriate techniques using the compound microscope to gather
data about very small objects
9
Differentiate plant and animal cells according to the 2 DAYS
presence or absence of certain organelles
(Note: Science is taught
S7LT-IIc-3
four times a week in
Day 1: Discuss the parts and function of the animal and (JHS) in this case since
MELC 9 and 10 is good
plant cells.
Day 2: Compare and contrast animal and plant cells for 1 week it means that
based on their function and the presence/absence of this MELC should be
taught in 4days)
certain organelles.
10
Day3-4:Explain why the cell is considered the basic
structural and functional unit of all organisms
S7LT-IIe-5
Content Standard: The learners demonstrate understanding of the reproduction being both asexual or sexual
Performance Standard:
11
Differentiate asexual from sexual reproduction in terms 4 DAYS
Prior to teaching this competency,
of: 1. number of individuals involved;
(Note: Science is taught specifically Day 17 and 19, give inputs and
2. similarities of offspring to parents (S7LT-llg-7)
four times a week in exercises first on:
(JHS) in this case since
- Describe the reproductive parts in
Day 1: Describe vegetative reproduction.
Day 2: Describe the different types of asexual
reproduction
(e.g.
budding,
binary
fission,
fragmentation, regeneration, parthenogenesis).
Day 3: Describe sexual reproduction in plants and
animals.
Day 4: Using the Venn diagram differentiate asexual
from the sexual reproduction
MELC 11 is good for 1
week it means that this
MELC should be taught
in 4 days)
plants and their functions (S5LT-IIf-6
The teacher can solicit responses to learners
in terms of the parts in plants that are used
for reproduction.
-
Describe the different modes of
reproduction in animals, flowering and
non-flowering plants (S5LT-lle-5, S5LTlle-6, S5LT-lle-7)
The teacher can give simple exercises or
inputs that will allow the students to review:
- modes of reproduction in animals such
as butterflies, mosquitoes, frogs, cats
and dogs
- reproductive plant parts such as
Bermuda grass, potato, ginger, onion,
and garlic
- modes of reproduction of flowering and
non-flowering plants such as moss, fern,
mongo and others (G5, Q2)
For Day 3, it is recommended for teachers to
highlight the process of fertilization.
Content Standard: The learners demonstrate understanding of the organisms interacting with each other and with their environment
to survive
Performance Standard:
12
Differentiate biotic from abiotic components of an 2 DAYS
Prior to teaching this competency,
ecosystem (S7LT-llh-9)
(Note: Science is taught specifically Days 1-2, give inputs and
Day 1: Identify and describe abiotic factors and how four times a week in exercises first on:
(JHS) in this case since - Discuss the interactions among living
these factors affect the ecosystem.
things and nonliving things in tropical
Day 2: Identify biotic components and discuss their MELC 12 and 13 is good
for
1
week
it
means
that
rainforests, coral reefs, and mangrove
roles in a given ecosystem.
this MELC should be
swamps (S6LT-lli-j-5)
taught in 4 days)
The teacher can give simple exercises or
inputs that will allow the students to review:
-
13
Describe the different ecological relationships found in
an ecosystem (S7LT-llh-10)
Day 3: Identify and describe the different types of
ecological relationships found in an ecosystem.
Day 4: Describe the role of organisms in an ecosystem,
with emphasis on the predator-prey relationship and
intraspecific and interspecific competition.
Identify the living and nonliving things in
tropical rainforests, coral reefs, and
mangroves. (G6, Q2)
Prior to teaching this competency,
specifically Day 3, give inputs and exercises
first on:
- Discuss the interactions among living
things and nonliving things in tropical
rainforests, coral reefs, and mangrove
swamps (S6LT-lli-j-5)
The teacher can give simple exercises or
inputs that will allow the students to review:
- Description of living things and nonliving things found in tropical rainforests,
coral reefs, and mangrove swamps
including interactions. (G6, Q2)
14
Predict the effect of changes in abiotic factors on the
ecosystem (S7LT-llj-12)
Day 1-2: Identify and describe the changes in abiotic
factors in an ecosystem.
Day 3-4: Predict how the changes in abiotic factors
affect a balanced ecosystem.
4 DAYS
(Note: Science is taught
four times a week in
(JHS) in this case since
MELC 14 is good for 1
week it means that this
MELC should be taught
in 4 days)
Prior to teaching this competency,
specifically Days 1-2, give inputs and
exercises first on:
- Explain the need to protect and
conserve tropical rainforests, coral
reefs, and mangrove swamps (S6LTlli-j-6) (G6, Q2)
QUARTER III – FORCES, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of motion in one dimension.
Performance Standard: The learners should be able to conduct a forum on mitigation and disaster risk reduction.
#
MELC
Number of days taught Remarks
15
Describe the motion of an object in terms of distance 8 DAYS
or displacement, speed or velocity, and acceleration. (Note:
Science
is
(S7FE-IIIa-1)
taught four times a
week (JHS) in this case
Day 1 and 2:
since the MELC 15 is
- Describe motion as a change in position
good for 2 weeks it
- Differentiate distance from displacement
- Describe motion in terms of distance and
displacement
Day 3 and 4:
- Define speed operationally
- Differentiate speed from velocity
- Describe motion in terms of speed and velocity
- Solve problems involving constant speed/constant
velocity
Day 5 and 6:
- Define acceleration
- Describe motion in terms of acceleration
Day 6: Calculate the acceleration of a moving object
Day 7 and 8: Conduct a forum on mitigation and
disaster risk reduction
means that this MELC
should be taught in 8
days)
Content Standard: The learners demonstrate an understanding of motion in one direction.
Performance Standard:
16
Create and interpret visual representations of the 4 DAYS
motion of objects such as tape charts and motion (Note: Science is taught
graphs (S7FE-IIIb-3)
four times a week (JHS)
in this case since the
Day 1: Determine the x and y axes of a motion graph
Day 2: Plot and interpret a distance vs time graph that MELC 16 is good for 1
week it means that this
shows motion.
Day 3: Plot and interpret a speed vs time graph that MELC should be taught
in 4 days)
shows motion
Day 4: Create motion graphs based on a set of
tabulated data and tape charts
Content Standard: The learners demonstrate an understanding of waves as a carrier of energy.
Performance Standard:
17
Infer that waves carry energy.
4 DAYS
(Note:
Science
is
Day 1-2:
taught four times a
- Describe waves
week (JHS) in this case
- Demonstrate that a wave carries energy
- Describe what happens to the particles of a medium since the MELC 17 is
good for 1 week it
as a wave is propagated through the medium
Day 3-4: Identify and describe the different parts of a means that this MELC
wave
18
should be taught in 4
days)
4 DAYS
(Note:
Science
is
taught four times a
week (JHS) in this case
since the MELC 18 is
good for 1 week it
means that this MELC
should be taught in 4
days)
Describe the characteristics of a sound using the
concepts of wavelength, velocity, and amplitude.
(S7FE-IIId-7)
Day 1- 2:
- Describe how sound waves are produced and
propagated
- Relate pitch to frequency and loudness to amplitude
Day 3- 4:
- Solve problems involving relations between speed,
wavelength, and frequency of sound
- Compare the speed of sound waves in different
media
Content Standard: The learners demonstrate understanding of the characteristics of light
Performance Standard: The learners should be able to suggest proper lighting in various activities
19
Explain the color and intensity of light in terms of its 4 DAYS
Prior to teaching this competency,
wave characteristics. (no LC code)
(Note:
Science
is specifically Day 2, give inputs and exercises
Day 1: Recognize that white light is composed of taught four times a first on:
week (JHS) in this case
different colors
since the MELC 19 is Relate the ability of the material to block,
Day 2-3:
- Relate colors and intensity of light to wavelength and good for 1 week it absorb, or transmit light to its use (G5, Q3)
means that this MELC
frequency
- Compare the different colors of light in terms of should be taught in 4 Investigate how black and colored objects
days)
affect the ability to absorb heat.
wavelength and frequency
Day 4:
- Explain why objects appear in different colors
- Suggest proper lighting in various activities
Content Standard: The learners demonstrate an understanding of how heat is transferred.
Performance Standard:
20
Infer the conditions necessary for heat transfer to 4 DAYS
occur. (S7FE-IIIh-i-12)
(Note:
Science
is
taught
four
times
a
Day 1:
week (JHS) in this case
- Differentiate heat from the temperature
- Describe what happens to the temperature of an since the MELC 20 is
good for 1 week it
object when heat is added or released
means that this MELC
- Explain how heat flows from one object to another
Day 2:
should be taught in 4
- Infer that conduction takes place between objects days)
in direct contact
- Explain how conduction occurs
Day 3:
- Infer that convection takes place between fluids
- Explain how convection occurs
Day 4: Explain how radiation occurs
Content Standard: The learners demonstrate charges and the different charging processes.
Performance Standard:
21
Describe the different types of charging processes. 4 DAYS
(S7FE-IIIj-13)
(Note:
Science
is
taught four times a
Day 1:
week (JHS) in this case
- Define atom and identify its particles
since the MELC 21 is
- Define electric charge
Day 2: Explain how atoms become electrically good for 1 week it
means that this MELC
charged
Day 3: Demonstrate charging by friction and should be taught in 4
days)
conduction
Day 4: Show through diagrams charging by induction
QUARTER IV – EARTH AND SPACE
Content Standard: The learners demonstrate understanding of the relation of the geographical location of the Philippines to its
environment
Performance Standard: The learners shall be able to analyze the advantage of the location of the Philippines in relation to the climate,
weather, and seasons.
#
MELC
Number of days taught Remarks
22
Demonstrate how places on Earth may be located 4 DAYS
using a coordinate system. (S7ES-IVa-1)
(Note: Science is taught
Day 1: Identify and describe imaginary lines in the four times a week (JHS)
in this case since MELC
globe/map used in locating places.
Day 2: Locate places on a map using a coordinate 22 is good for 1 week it
means that this MELC
system.
Day 3: Describe the location of the Philippines using should be taught in 4
latitude and longitude and identify the major bodies of days.)
water and landmasses surrounding it.
Day 4: Infer the importance of the location of the
Philippines with respect to the continents and oceans
of the world.
23
Cite and explain ways of using Earth’s resources 4 DAYS
Prior to teaching this competency
sustainably. (S7ES-IVc-2)
(Note: Science is taught specifically on Day 3, give inputs and
Day 1: Identify and describe the uses of renewable and four times a week (JHS) discussions first specifically on:
in this case since MELC
non-renewable resources.
Day 2: Explain ways on how to sustain Earth’s resources. 23 is good for 1 week it Factors that affect the amount of soil
Day 3: Identify the human activities that affect the means that this MELC carried away: c) presence of land crops; d)
should be taught in 4 dryness and size of soil particles. ( G5, Q4).
natural resources and describe their effects.
Day 4: Suggest ways to reduce the negative effects of days.)
human activities on natural resources.
Content Standard: The learners demonstrate understanding of different phenomena that occur in the atmosphere
Performance Standard:
24
Discuss how energy from the Sun interacts with the 4 DAYS
Prior to teaching this competency,
layers of the atmosphere. (S7ES-IVd-3)
(Note: Science is taught specifically Day 1, give inputs and
four times a week (JHS) discussions first on:
DAY 1: Describe the different layers of the Earth’s in this case since MELC
24 is good for 1 week it The observable characteristics of the Earth
atmosphere.
DAY 2: Differentiate the layers of the atmosphere in means that this MELC ( composition and relative distance from the
should be taught in 4 Sun). ( G6, Q4)
terms of temperature and altitude.
DAY 3-4: Discuss how energy from the Sun interacts with days).
the layers of the atmosphere.
25
Account for the occurrence of land and sea breezes, 4 DAYS
Prior to teaching this competency,
monsoons, and intertropical convergence zone (ITCZ) (Note: Science is taught specifically Day 3, give inputs and
(S7ES-IVf-4).
four times a week (JHS) discussions first on:
DAY 1: Describe the effect of the difference in in this case since MELC
25 is good for 1 week it Determine the occurrence of the dry season
temperature and pressure on the movement of air.
DAY 2: Explain the occurrence of land breeze and sea means that this MELC and wet season in the Philippines ( G6, Q4).
should be taught in 4
breeze.
DAY 3: Identify and describe the effects of different days).
monsoons in the Philippines.
DAY 4: Infer the occurrence of intertropical
convergence zone (ITCZ) in the Philippines.
Content Standard: The learners demonstrate an understanding of the relationship between the seasons and the position of the Sun in
the sky.
Performance Standard
26
Using models, relate:
8 DAYS
Prior to teaching this competency,
1. the tilt of the Earth to the length of daytime;
(Note: Science is taught specifically Day 1, give inputs and
2. the length of daytime to the amount of energy
four times a week (JHS) discussions on:
received;
in this case since MELC
3. the position of the Earth in its orbit to the height of
26 is good for 2 weeks it Differentiate
between
rotation
and
the Sun in the sky;
means that this MELC revolution and describe the effects of the
4. the height of the Sun in the sky to the amount of
should be taught in 8 Earth’s motions ( G6, Q4).
energy received;
days).
5. the latitude of an area to the amount of energy
received;
6. tilt of the Earth and the seasons. (S7ES-IVh-5)
DAY 1: Illustrate the position and movement of the
Earth around the Sun.
DAYS 2-3:
Relate the tilt of the Earth to the length of daytime and
nighttime and seasons.
DAY 4: Illustrate the position of the Sun and Earth at
different seasons of the year.
DAY 5: Relate the length of daytime to the amount of
energy received.
DAY 6: Relate the position of the Earth in its orbit to the
height (altitude) of the Sun in the sky.
DAY 7: Relate the height (altitude) of the Sun in the sky
to the amount of energy received.
DAY 8: Relate the latitude of an area to the amount of
energy it receives.
Content Standard: The learners demonstrate an understanding of the occurrence of eclipses.
Performance Standard
27
Explain how solar and lunar eclipses occur using 4 DAYS
models. (S7ES-IVj-6)
(Note: Science is taught
four times a week (JHS)
in this case since MELC
DAY 1: Differentiate solar and lunar eclipse.
DAY 2: Illustrate the position of the Sun-Moon-Earth 27 is good for 1 week it Prior to teaching this competency, give
means that this MELC inputs and discussions first specifically on:
system during a solar and lunar eclipse.
should be taught in 4
days).
Day 2
Revolution of the Moon around the Earth
DAY 3: Explain how solar and lunar eclipses occur.
Infer the pattern in the changes in the
appearance of the Moon ( G5, Q4).
DAY 3
Phases of the Moon
Infer the pattern in the changes in the
appearance of the Moon.
(G5, Q4)
DAY 4: Explain beliefs and practices in relation to
eclipses.
SCIENCE 8
QUARTER I – FORCES, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of Newton’s Three Laws of Motion.
Performance Standard: The learners should be able to develop a written plan and implement a “Newton’s Olympics”.
#
MELC
Number of days taught Remarks
1
Investigate the relationship between the amount of
4 DAYS
force applied and the mass of the object to the amount (Note: Science is taught
of change in the object’s motion (S8FE-Ia15)
four times a week (JHS)
in this case since MELC
Day 1:
1 is good for 1 week it
- Define Inertia
means that MELC1
- Relate inertia to mass
should be taught in 4
- Explain the Law of Inertia
days)
Day 2:
- Relate Inertia to stopping forces like friction
- Cite situations where the law of inertia applies
Day 3:
- Show the effect of force and mass on acceleration
- State Newton’s Second Law of Motion- The Law of
Acceleration
Day 4: Solve problems involving the Law of
Acceleration
2
Infer that when a body exerts a force on another, an
4 DAYS
equal amount of force is exerted back on it (S8FE-Ia16) (Note: Science is taught
four times a week (JHS)
Day 1:
- Explain Newton’s Third Law of motion as a law of in this case since MELC
2 is good for 1 week it
interaction
- Explain why action and reaction forces do not means that this MELC
cancel each other
Day 2: Apply the law of interaction to falling bodies
should be taught in 4
and to activities like walking and swimming as well
days)
as to jet and rockets
Day 3 -4: Develop a written plan and implement a
“Newton’s Olympics”.
Content Standard: The learners demonstrate an understanding of gravitational potential energy, kinetic energy, and elastic potential
energy.
Performance Standard:
3
Identify and explain the factors that affect potential and
4 DAYS
kinetic energy (S8FE-Id-22) *closest CG code
(Note: Science is taught
four times a week (JHS)
Day 1:
in this case since MELC
- Define gravitational potential energy
- Determine the factors that affect the gravitational 3 is good for 1 week it
means that MELC3
potential energy gained by an object
should be taught in 4
- Calculate the potential energy of an object
days)
Day 2:
- Define kinetic energy
- Determine the factors that affect the kinetic energy
of an object
Day 3: Calculate the kinetic energy of an object
Day 4: Differentiate gravitational potential energy
from kinetic energy
Content Standard: The learners demonstrate an understanding of the propagation of sound through solid, liquid, and gas.
Performance Standard:
4
Investigates the effect of temperature on the speed of
2 DAYS
Prior to teaching this competency, give
sound (S8FE-Ie-25) *closest CG code (removed (Note: Science is taught inputs and exercises first on:
“through fair testing”
four times a week (JHS)
in this case since MELC Describe the characteristics of a sound
Day 1: Determine the effect of temperature on the
4 is good for 1/2 week it using the concepts of wavelength, velocity,
speed of sound
means that this MELC and amplitude. (S7FE-IIId-7)
Day 2: Compute the speed of sound in air at different
should be taught in 2
temperature
days)
Content Standard: The learners demonstrate an understanding of some properties and characteristics of visible light.
Performance Standard: The learners should be able to discuss phenomena such as blue sky, rainbow, and red sunset using the concept
of wavelength and frequency of visible light.
5
Explain the hierarchy of colors in relation to the energy
2 DAYS
Prior to teaching this competency, give
of visible light (S8FE -If – 27)
(Note: Science is taught inputs and exercises first on:
four times a week (JHS)
Day 1: Relate wavelength, frequency, and velocity of
colors to the energy that it carries
Day 2: Explain the hierarchy of colors in relation to
energy
in this case since the
MELC is good for 1/2
week it means that this
MELC should be taught
in 2 days)
Infer that waves carry energy. (G7, Q3)
Explain the color and intensity of light in
terms of its wave characteristics. (no LC
code)
Content Standard: The learners should demonstrate an understanding of heat and temperature, and the effects of heat on the body.
Performance Standard:
6
Differentiate between heat and temperature at the
4 DAYS
molecular level (S8FE -Ig – 29)
(Note: Science is taught
four times a week (JHS)
Day 1:
in this case since MELC
- Define heat
6 is good for 1 week it
- Define temperature
means that this MELC
Day 2: Differentiate between heat and temperature
should be taught in 4
at the molecular level
days)
Day 3-4:
- Relate heat to mass and temperature through the
concept of specific heat capacity
- Calculate the heat absorbed or released to raise or
decrease the temperature of a substance
Content Standard: The learners should demonstrate an understanding of the current-voltage-resistance relationship, electric power,
electric energy, and home circuitry.
Performance Standard:
7
Infer the relationship between current and voltage
4 DAYS
(S8FE-Ih-30)
(Note: Science is taught
Day 1: Infer the relationship between current and four times a week (JHS)
in this case since MELC
charge
7 is good for 1 week it
Day 2: Define current, voltage, and resistance
Day 3: Discuss the relationship of current to voltage and means that this MELC
should be taught in 4
resistance in an electric circuit
days)
Day 4: Solve problems involving Ohm’s Law
Note: MELC 7 was
allotted 1 week (4 days)
from the original 2-week
instructional time since
the competency can
be covered in a shorter
8
Explain the advantages and disadvantages of series
and parallel connections in homes (S8FE -li – 31)
Day 1: Illustrate series and parallel connections
through schematic diagrams
Day 2: Differentiate series and parallel connections in
terms of voltage, current, and resistance
Day 3: Explain the advantages and disadvantages of
series and parallel connections in homes
time. This is also to allot
more time for the 3
preceding MECS which
were originally fused to
1 week.
4 DAYS
(Note: Science is taught
four times a week (JHS)
in this case since MELC
8 and 9 is good for 1
week it means that this
MELC should be taught
in 4 days)
Prior to teaching this competency, give
inputs and exercises first on:
Determine the effects of changing the
number or type of components in a circuit
(S5FE-IIIg-7) (G5, Q3)
Draw a simple circuit diagram
common electrical symbols
using
Differentiate complete from the incomplete
circuit and open from a closed circuit
Differentiate between a series circuit and a
parallel circuit
Design an experiment on a series
connection and a parallel connection
9
Day 4:
Explain the functions of circuit breakers, fuses, earthing,
double insulation, and other safety devices in the home
(S8FE -li – 33)
QUARTER II – EARTH AND SPACE
Content Standard: The learners demonstrate an understanding of the relationship between faults and earthquakes.
Performance Standard: The learners should be able to:
1. participate in decision making on where to build structures based on knowledge of the location of active faults in the
community;
2. make an emergency plan and prepare an emergency kit for use at home and in school.
#
MELC
Number of days taught Remarks
10 Using models or illustrations, explain how movements
4 DAYS
Prior to teaching this competency,
along faults generate earthquakes.
(Note: Science is taught specifically Day 1, give inputs and
(S8ES-IIa-14)
four times a week (JHS) discussions first on:
in this case since MELC
Day 1: Define fault and explain how it is formed
Day 2: Describe the three types of faults and relate
10 is good for 1 week it The geologic process such as earthquakes
with the types of stress.
means that this MELC that change the Earth’s surface. (G6, Q4)
should be taught in 4
Day 3: Describe the effects of bending of rocks along
days)
faults.
Day 4: Illustrate how movements along faults generate
earthquakes.
11 Differentiate the:
4 DAYS
Prior to teaching this competency,
1. epicenter of an earthquake from its focus;
(Note: Science is taught specifically Day 4, give inputs and
2. intensity of an earthquake from its magnitude;
four times a week (JHS) discussions first on:
3. active and inactive faults (S8ES-IIa-15)
in this case since MELC
11 is good for 1 week it Safety measures before, during, and after
Day 1: Differentiate epicenter from focus and intensity
means that this MELC the earthquake. (G6, Q4)
from magnitude.
should be taught in 4
Day 2: Discuss the scale adapted in the Philippines to
days)
describe the intensity and magnitude of an
earthquake.
Day 3: Differentiate active and inactive faults and
their significance in decision-making on building
structures.
Day 4: Prepare an emergency kit for use at home.
12 Explain how earthquake waves provide information
4 DAYS
about the interior of the earth.
(Note: Science is taught
(S8ES-IIc-17)
four times a week (JHS)
in this case since MELC
Day 1: Identify the layers of the Earth and their
12 is good for 1 week it
characteristics in relation to seismic waves.
Day 2-3: Describe and compare the behavior of seismic means that this MELC
should be taught in 4
waves (body waves and surface waves)
days)
Day 4: Explain how P and S waves are used to
describe the interior of the Earth
Content Standard: The learners demonstrate understanding of the formation of typhoons and their movement within the PAR
Performance Standard: The learners should be able to:
1. demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and
calls for evacuation given by government agencies in charge;
2. participate in activities that lessen the risks brought by typhoons
13 Explain how typhoons develop and how it is affected by
4 DAYS
Prior to teaching this competency,
landmasses and bodies of water
(Note: Science is taught specifically Day 1, give inputs and
four times a week (JHS) discussions first on:
Day 1: Characterize a typhoon and how it develops.
in this case since MELC
13 is good for 1 week it
means that this MELC
should be taught in 4
days)
Convection current in the atmosphere (G7,
Q4)
Prior to teaching this competency,
specifically Day 2, give inputs and
discussions first on:
The effect of the difference in temperature
and pressure on the movement of air. (G7,
Q4)
Prior to teaching this competency,
specifically Day 1, give inputs and
discussions first on:
Day 2: Describe the wind speed and air pressure in
the different parts of a typhoon.
Day 3: Describe the effects of the eye and eyewall of
the typhoon as it passes through an area.
Day 4: Explain how landmasses and bodies of water
affect the typhoon.
14 Trace the path of typhoons that enter the Philippine Area
4 DAYS
of Responsibility (PAR) using a map and tracking data. (Note: Science is taught
(S8ES-IIe-21)
four times a week (JHS)
in this case since MELC
Day 1: Track the path taken by a tropical cyclone
14 is good for 1 week it locating places on Earth using the
given its coordinates.
means that this MELC coordinate system. (G7, Q4)
Day 2: Determine whether a tropical cyclone is within
should be taught in 4
or outside the PAR
days)
Day 3: Describe how tropical cyclone is tracked and
discuss why there is a need for PAGASA to regularly
monitor tropical cyclones near the PAR.
Day 4: Discuss precautionary measures before,
during, and after a typhoon.
Content Standard: The learners demonstrate understanding of characteristics of comets, meteors, and asteroids
Performance Standard: The learners should be able to discuss whether or not beliefs and practices about comets and meteors have
scientific basis.
15 Compare and contrast comets, meteors, and asteroids. 4 DAYS
(S8ES-IIg-22)
(Note: Science is taught
four times a week (JHS)
Day 1: Characterize comets, meteors, and asteroids.
Day 2: Describe the changes in a fragment from a in this case since MELC
comet, asteroid, or meteor as it enters the Earth’s 15 is good for 1 week it
means that this MELC
atmosphere.
should be taught in 4
Day 3: Illustrate the impacts of asteroids and comets
days)
on Earth.
Day 4: Determine whether beliefs and practices about
comets and meteors are scientific or not.
QUARTER III – MATTER
Content Standard: The learners demonstrate understanding of the particle nature of matter as a basis for explaining properties,
physical changes, and structure of substances and mixtures
Performance Standard: The learners should be able to present how water behaves in its different states within the water cycle
#
MELC
Number of days taught Remarks
16
Explain the properties of solids, liquids, and gases based on
8 DAYS
Prior to teaching this competency, give
the particle nature of matter;
(Note:
Science
is inputs and exercises first on:
(S8MT-IIIa-b-8)
taught four times a
week (JHS) in this case MELC 2
Day 1: Identify and describe the classification of
since MELC 16 is good Define solution operationally and identify
matter based on its physical state (solids, liquids,
for 2 weeks it means and describe the components of a
and gases)
that this MELC should solution (G7, Q1)
Day 2-4 - Differentiate solids, liquids, and gases
be taught in 8 days)
based on its shape, molecular arrangement,
mass and volume, and the movement of its
molecules.
Day 5-6: Differentiate the structure of solids, liquids,
and gases based on their boiling point and melting
point
Day 7 - 8 - Represent solids, liquids, and gases
through molecular models.
17 MELCs: Explain physical changes in terms of the
8 DAYS
arrangement and motion of atoms and molecules;
(Note:
Science
is
(S8MT-IIIc-d-9)
taught four times a
week (JHS) in this case
Day 1: Differentiate physical from chemical
since MELC 17 is good
change
for 2 weeks it means
Day 2-3: Enumerate and discuss the different
that this MELC should
physical/phase changes in matter (Evaporation,
be taught in 8 days)
Condensation, Sublimation, etc.) in terms of
molecular arrangement and molecular motion.
Day 4-5: Demonstrate through various means
how phase changes in matter are affected by
change in temperature.
Day 6-8: Present how water behaves in different
states in a water cycle (through song, poem,
illustration, video clips, etc.)
Content Standard: The learners demonstrate understanding of the identity of a substance according to its atomic number
18 MELCs: Determine the number of protons, neutrons, and
8 DAYS
electrons in a particular atom; (S8MT-IIIe-f-10)
(Note:
Science
is
taught four times a
Day 1: Differentiate atoms from molecules
week (JHS) in this case
Day 2-3: Discuss the historical background of the
since MELC 18 is good
atom and its sub-atomic particles and explain its
for 2 weeks it means
relevance in the development of the atomic
model.
Day 4: Describe the atom and its sub-atomic
that this MELC should
particles
be taught in 8 days)
Day 5-6: Determine the number of electrons,
protons, and neutrons in an atom
Day 7: Define isotopes and give examples and
their uses.
Day 8: Determine the number of protons,
neutrons, and electrons in the different isotopes
of an element.
Content Standard: The learners demonstrate understanding of the periodic table of elements as an organizing tool to determine the
chemical properties of elements
19 MELCs: Use the periodic table to predict the chemical
4 DAYS
Prior to teaching this competency, give
behavior of an element. (S8MT-IIIi-j-12)
(Note:
Science
is inputs and exercises first on:
taught four times a MELC 2
Day 1: Write a simple electron configuration of
week (JHS) in this case Recognize that substances are classified
representative elements and relate them to their
since MELC 19 is good into elements and compounds (S7MT-Igclassification in the Periodic Table.
for 1 week it means h-5) (G7, Q1)
Day 2-4: Describe and predict the elements’
that this MELC should
trend in the PT with respect to its atomic size,
be taught in 8 days)
electronegativity, ionization energy; and
reactivity.
Note: If time permits, you can extend the discussion of
periodic trends to enrich learning.
QUARTER IV – LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate understanding of …
1. the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with
nutrients for energy.
2. diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard: The learners should be able to present an analysis of the data gathered on disease resulting from nutrient
deficiency.
#
MELC
Number of days taught
Remarks
20 Explain ingestion, absorption, assimilation, and
excretion (S8LT-lVa-13)
4 DAYS
(Note: Science is taught
Day 1: Describe the functions of each organ of the
four times a week (JHS)
digestive system and trace the pathway of food
in this case since MELC
through the digestive tract
20 is good for 1 week it
Day 2: Discuss how digestive organs work together to
means that this MELC
carry out digestion of food and assimilation of
nutrient
Day 3: Illustrate how ingestion, absorption, assimilation, should be taught in 4
and excretion take place in the interaction of
days)
Digestive System with the circulatory, respiratory,
and excretory systems
Day 4: Enumerate the different diseases of the
the digestive system resulting from nutrient
deficiency and ingestion of harmful substances, their
prevention, and treatment
Content Standard: The learners demonstrate understanding of …
1. how cells divide to produce new cells
2. how meiosis is one of the processes producing genetic variations of the Mendelian Pattern of Inheritance
Performance Standard: The learners should be able to report on the importance of variation in plant and animal breeding.
21 Compare mitosis and meiosis, and their role in the cell
4 DAYS
division cycle (S8LT-lVd-16)
(Note: Science is taught Prior to teaching this competency, discuss
four times a week (JHS) the parts of plant and animal cells that
Day 1: Describe the stages of the cell cycle.
Describe the changes that occur during each stage of in this case since MELCs perform important functions in the cell
21 and 22 are good for 1 division.
mitosis
Day 2: Describe the changes that occur in each stage week it means that (Grade 7 -Q2)
these MELCs should be
of meiosis
taught in 4 days)
Day 3: Compare mitosis and meiosis
22 Day 4: Explain the significance of meiosis in maintaining
the chromosome number (S8LT-lVe-17)
23 Predict phenotypic expressions of traits following simple
4 DAYS
patterns of inheritance (S8LT-lVe-18)
(Note: Science is taught
four times a week (JHS)
Day 1: Describe the Mendelian Principles by analyzing
in this case since MELC
Mendel’s experiment on garden peas
23 is good for 1 week it
Day 2: Identify the genotypic and phenotypic ratios
means that this MELC
of offspring in the standard monohybrid cross
should be taught in 4
Day 3: Solve problems involving Mendelian Genetics
days)
using Monohybrid Cross
Day 4: Solve problems involving Mendelian Genetics
using Dihybrid Cross
Content Standard: The learners demonstrate understanding of …
1. the concept of a species
2. the species as being further classified into a hierarchical taxonomic system
Performance Standard: The learners should be able to report (e.g., through a travelogue) on the activities that communities engage
in to protect, and conserve endangered and economically important species
24 Explain the concept of a species (S8LT-lVg-19)
4 DAYS
Prior to teaching this competency,
25
26
Day 1: Describe the concept of species
Identify the levels of biodiversity as the basis for
classifying organisms
Classify organisms using the hierarchical taxonomic
system (S8LT-lVg-20)
Day 2: Identify the different levels in the hierarchical
taxonomic system
Day 3-4: Classify organisms using the hierarchical
taxonomic system, give examples in each kingdom
and state their economic importance
Explain the advantage of the high biodiversity in
maintaining the stability of an ecosystem (S8LT-lVg-21)
Day 1: Describe the advantages of high biodiversity
(Note: Science is taught
four times a week (JHS)
in this case since MELCs
24 and 25 are good for 1
week it means that
these MELCs should be
taught in 4 days)
explain how the different organ systems
work together specifically,
(Invertebrates)
Classify and describe the characteristics of
the following groups of invertebrates: worms, shellfish, and snail
Give examples of vertebrates and
invertebrates that are commonly seen in
the community.
Enumerate the ways of caring and
protecting these animals.
(Grade 6-Q2)
Prior to teaching this competency, briefly
discuss the effects of the environment on
the life cycle of organisms among living
things. (Grade 6- Q2)
2 DAYS
(Note: Science is taught
four times a week (JHS)
in this case since the
MELC 26 is good for 1/2
week it means that
Day 2: Differentiate high and low biodiversity
these MELCs should be
taught in 4 days)
Content Standard: The learners demonstrate understanding of the one–way flow of energy and the cycling of materials in an
ecosystem.
Performance Standard: The learners should be able to Make a poster comparing food choices based on the trophic levels.
27 Describe the transfer of energy through the trophic
2 DAYS
Prior to teaching this competency, describe
levels (S8LT-lVg-22)
(Note: Science is taught the role of organisms in an ecosystem, with
Day 3-4: Construct an energy pyramid and explain how four times a week (JHS) emphasis on the predator-prey relationship
in this case since the and
intraspecific
and
interspecific
the energy transfer takes place in each trophic level
MELC 27 is good for 1/2 competition.
week it means that (Grade 7 -Q2)
these MELCs should be
taught in 4 days)
28 Analyze the roles of organisms in the cycling of
4 DAYS
Prior to teaching these competencies,
materials (S8LT-lVg-23)
(Note: Science is taught discuss the concepts about biotic and
Day 1: Identify the different organisms involved in the four times a week (JHS) abiotic factors and their important roles in
in this case since the the ecosystem. (Grade 7-Q2)
cycling of materials in the ecosystem.
Examine the roles of each organism in the cycling of MELCs 28 and 29 are
good for 1 week it Predict the effect of changes in abiotic
materials.
means that this MELC factors on the ecosystem (Grade 7-Q2)
29
30
Explain how materials cycle in an ecosystem (S8LT-lVg24)
Describe the cycling of materials in the following
biogeochemical cycles:
Day 2: The Water cycle and Oxygen-Carbon Cycle
Day 3-4: The Phosphorus Cycle and Nitrogen Cycle
Suggest ways to minimize human impact on the
environment (S8LT-lVg-25)
Day 1-2: Explain how human activities affect the
environment
Day 3-4: Propose solutions on how to help lessen the
effects of different environmental problems
(Problem Based)
should be taught in 4
days)
4 DAYS
(Note: Science is taught
four times a week (JHS)
in this case since MELC
30 is good for 1 week it
means that this MELC
should be taught in 4
days)
Prior to teaching this competency,
discuss/recall the concepts about the need
to protect and conserve the tropical
rainforests, coral reefs, and mangrove
swamps. (Grade 6-Q2)
SCIENCE 9
QUARTER 1: LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate understanding of
1. how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients
to the different parts of the body.
2. the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
Performance Standard: The learners should be able to conduct an information dissemination activity on effective ways of taking
care of the respiratory and circulatory systems based on data gathered from the school or local health workers.
#
MELC
Number of days taught
Remarks
1 Explain how the respiratory and circulatory systems
work together to transport nutrients, gases, and
8 DAYS
other molecules to and from the different parts of
the body (S9LT-Ia-b-26)
(Note: Science is taught four times
a week (HS) in this case since the
Day 1:
MELC is good for 2 weeks it means
1. Identify the key parts and function of the
that MELC1 should be taught in 8
respiratory system
days)
2. Explain how the lungs work
Day 2: Describe how the movement of the
diaphragm helps the air go in and out of the lungs
Day 3: Identify the components of the circulatory
system
Day 4:
1. Explain how blood is pumped by the heart
2. Explain the different types of circulation
Day 5: Explain the mechanism of how the
respiratory and circulatory systems work together
2 Infer how one’s lifestyle can affect the functioning
of respiratory and circulatory systems (S9LT-Ic-27)
Day 6:
1. Explain the negative effects of cigarette
smoking
2. Infer how to detect and prevent diseases in
the circulatory system and respiratory system.
Day 7: Infer how one’s lifestyle can affect the
functioning of respiratory and circulatory
systems
Day 8: Conduct an information dissemination
activity on effective ways of taking care of the
respiratory and circulatory systems
Content Standard: The learners demonstrate understanding of how genetic information is organized in genes on chromosomes and
the different patterns of inheritance,
3 Explain the different patterns of non-Mendelian
Prior to teaching this competency,
inheritance ( S9LT-Id-29)
8 DAYS
specifically Day 3, give inputs and
exercises first on:
Day 1: Identify the components of the DNA
(Note: Science is taught 4 times a
molecule
week (HS) in this case since MELC3
Predict phenotypic expressions of
Day 2:
is good for 2 weeks it means that
traits following simple patterns of
1. Describe the structure of genes and
this
MELC
should
be
taught
in
8
inheritance and;
chromosomes
days)
2. Determine the location of genes in
Solve problems involving Mendelian
chromosomes
Genetics using Monohybrid Cross
Day 3: Explain the incomplete dominance pattern
(Grade 8, Quarter 4 – Week 3)
of inheritance.
Day 4: Explain the codominance pattern of
inheritance
Day 5: Determine all possible combinations of
genes for a specific blood type.
Day 6:
1. Determine the probability of having a male or
female gender
2. Explain the sex- influenced trait
Day 7-8: Explain the sex-linked trait
Content Standard: The learners demonstrate understanding how changes in the environment may affect species extinction
Performance Standard: The learners should be able to make a multimedia presentation of a timeline of extinction of representative
microorganisms, plants, and animals.
4 Relate species extinction to the failure of
Prior to teaching this competency,
populations of organisms to adapt to abrupt
4 DAYS
specifically Day 1, give inputs and
changes in the environment (S9LT-Ig-j-31)
exercises first on:
(Note: Science is taught four times
Day 1: Measure species distribution using
Explain the concept of a species
the mathematical way of expressing the richness a week (HS) in this case since
MELC4 is good for 1 week it means
(Grade 8, Quarter 4 – Week 4)
and distribution of species in a community.
that this MELC should be taught in 4
Day 2: Determine the pattern of population
days)
distribution
Day 3: Explain the probable causes of species
extinction and the local and global
environmental issues that contributed to species
extinction
Day 4: Make a multimedia presentation of a
timeline of extinction of representative
microorganisms, plants, and animals
Note: Consider the modality of the learners to
meet the performance standards
Content Standard: The learners demonstrate understanding of the structure and function of plant parts and organelles involved in
photosynthesis and the structures and function of mitochondrion as the main organelle involved in respiration
Performance Standard: The learners should be able to design and conduct an investigation to provide evidence that plants can
manufacture their own food.
5 Differentiate basic features and importance of
photosynthesis and respiration (S9LT-Ig-j-31)
Day 1: Relate the internal and external plant parts
Prior to teaching this competency,
(chloroplasts, pigments, stomata, etc.) to their
8 DAYS
specifically Day 1 and 5, give inputs
functions.
and exercises first on:
(Note: Science is taught 4 times a
Day 2: Differentiate Light-Dependent and Light
week (ELEM) in this case since
Differentiate plant and animal cells
Independent Reaction in terms of the raw
MELC 5 is good for 2 weeks it
according to the presence or
materials, processes, and end product.
means that this MELC should be
absence of certain organelles
Day 3: Describe the parts of the mitochondrion
taught in 8 days)
(Grade 7, Quarter 2 – Week 4)
and explain how cells release energy from food
Day 4-5: Describe and explain the stages of
cellular respiration - Glycolysis, Krebs Cycle,
and Electron Transport Chain
Day 6: Differentiate photosynthesis and respiration
in terms of cell structures involved raw materials,
end-product, and energy requirement
Day 7-8: Design and conduct an investigation
that will show that plants are capable of
making
food
Note: You can extend the allotted number of days
for the conduct of the investigation
QUARTER 2 – MATTER
Content Standard: The learners demonstrate understanding of
1. the development of atomic models that led to the description of the behavior of electrons within atoms
2. how atoms combine with other atoms by transferring or sharing electrons
3. forces that hold metals together
Performance Standard:
#
MELC
6 Explain how the Quantum Mechanical
Model of the atom describes the
energies and positions of the electrons
Day 1: Illustrate the development of
atomic models and predict the probable
location of electron/s in an atom
(include in the discussion the electron
cloud & Heisenberg's Uncertainty
Principle)
Day 2: Describe electron configuration
and write the correct electron
configuration of given elements
Number of days taught
4 days
(Note: Science is taught
four times a week (Junior
High School - JHS) in this
case since MELC6 is good
for 1 week, it means that
this MELC should be taught
in 4 days)
Remarks
Prior to teaching this competency, specifically
Day 2 give inputs and exercises first on:
Determine the number of electrons, proton, and
neutrons in positive ions (cation) (G8, Q3)
Day 3: Supply the following data from the
electron configuration such as: period
number, group number, number of
paired and unpaired electron/s, number
of valence electron/s, and number of
core electrons
Day 4: Describe the set of quantum
numbers and complete the given set of
quantum numbers for each given
element
7 Recognize different types of compounds
4 days
Prior to teaching this competency, specifically Day 2
(ionic or covalent) based on their
(Note: Science is taught
give inputs and exercises first on:
properties such as melting point,
four times a week (Junior
hardness, polarity, and electrical and
High School - JHS) in this
MELCs: Use the periodic table to predict the chemical
thermal conductivity; (S9MT-IIb-14)
case since MELC7 is good
behavior of an element. (S8MT-IIIi-j-12) (G8, Q3)
for 1 week, it means that
Day 1: Identify and describe ionic and
this MELC should be taught
covalent compounds based on their
in 4 days)
chemical formula and chemical names.
Day 2: Enumerate and discuss the
different physical properties of ionic and
covalent compounds.
Day 3: Distinguish ionic from covalent
compounds based on their physical
properties
Day 4: Cite natural phenomena that use
different physical properties of ionic and
covalent compounds (ex. “asinan” salt
farm, sand)
8 Explain how ions are formed; (S9MT-IIe-f4 days
Prior to teaching this competency, specifically Day 1,
16)
(Note: Science is taught
give inputs and exercises first on:
four times a week (Junior
Day 1: Describe how do atoms form ions
High School - JHS) in this
Determine the number of electrons, proton, and
Day 2: Differentiate positive ions and
neutron in negative ions (anion) and Illustrate how
negative ions based on their tendency to case since MELC8 is good
for
1
week,
it
means
that
the sub-atomic particles are distributed in an
lose or gain an electron
this MELC should be taught atom/anion/cation (G8, Q3)
Day 3: Show the formation of ions using
in 4 days)
the Lewis Electron Dot Symbols (LEDS)
Day 4: Write a chemical formula of ionic
compounds based on the charges of
ions using the criss-cross method.
Content Standard: The learners demonstrate understanding of the type of bonds that carbon forms that result in the diversity of
carbon compounds
Performance Standard:
#
MELC
Number of days taught
Remarks
9
Explain how the structure of the carbon
8 days
atom affects the type of bonds it forms;
(Note: Science is taught
(S9MT-IIg-h-17)
four times a week (Junior
High School - JHS) in this
Day 1-2: Discuss why carbon is a unique
case since MELC9 is good
atom (valence electron, bond length,
for 2 weeks, it means that
strength, multiple bond formation, etc.)
this MELC should be taught
Day 3-4: Differentiate organic from
inorganic compounds (from its chemical in 8 days)
formula, uses, properties)
Day 5-6: Determine the different
applications of organic compounds and
cite examples of each organic
compound used in daily living
Day 7-8: Observe the properties of
common organic compounds through
experimentation
10 Recognize the general classes and uses
4 days
of organic compounds; (S9MT-IIh-18)
(Note: Science is taught
Day 1: Differentiate molecular, empirical, four times a week (Junior
High School - JHS) in this
and structural (expanded and
case since MELC10 is good
condensed) formulas
Day 2: Differentiate alkanes, alkenes, and for 1 week, it means that
alkynes based on the presence of bonds this MELC should be taught
in 4 days)
and their physical properties
Day 3: Name different structures of
hydrocarbons (alkanes, alkenes, and
alkynes)
Day 4: Identify different functional groups
and their uses in organic compounds
(alcohol, aldehydes, ester, carboxylic
acid, ether, amines, amides, etc.)
Content Standard: The learners demonstrate understanding of the unit, mole, that quantitatively measures the number of very small
particles of matter
Performance Standard: The learners should be able to analyse the percentage composition of different brands of two food products
and decide on the products’ appropriate percentage composition
#
MELC
Number of days taught
Remarks
11 Use the mole concept to express =the
4 days
mass of substances; (S9MT-IIi-19)
Day 1: Differentiate molecular unit from
(Note: Science is taught
formula unit and compute for the
four times a week (Junior
molecular mass
High School - JHS) in this
Day 2: Define mole and calculate for the case since MELC11 is good
for 1 week, it means that
number of moles of given compounds
this MELC should be taught
Day 3: Compute for the number of
in 4 days)
particles given the mass or no. of moles
Day 4: Convert the number of moles,
mass, and number of particles from one
unknown to another
(Note: If time permits, you can extend
the discussion of mole concept
conversion to enrich learning.)
12 Determine the percentage composition
4 days
of a compound given its chemical
(Note: Science is taught
formula and vice versa. (S9MT-IIj-20)
four times a week (Junior
High School - JHS) in this
Day 1: Determine the percentage
case since MELC12 is good
composition of each element in a given
for 1 week, it means that
compound
this MELC should be taught
Day 2: Differentiate empirical and
in 4 days)
molecular formula
Day 3: Calculate the empirical formula
and molecular formula of a compound
given its percentage composition
(Note: If time permits, you can extend
the discussion of percentage
composition to enrich learning.)
Day 4: Present an analyzed percentage
composition of different brands of food
products and suggest/decide
appropriate percentage composition
QUARTER 3 (EARTH AND SPACE)
Content Standard: The learners demonstrate an understanding of the volcanoes found in the Philippines.
Performance Standard: Describe the different types of volcanoes and volcanic eruption
#
MELC
Number of days taught
Remarks
13 Describe the different types of volcanoes
4 Days
and volcanic eruption (S9ES-IIIa-26)
14
15
Day 1: Differentiate a mountain from a
volcano
Day 2: Describe the types of volcanoes
based on structure and activity
Day 3: Differentiate between active and
inactive volcanoes and give examples of
each type which are found in the
Philippines
Day 4: Describe the different types of
volcanic eruption
Explain what happens when volcanoes
erupt (S9ES-IIIb-27)
Day 1: Describe the formation and
composition of the magma
Day 2: Explain the effect of temperature
and composition on its viscosity.
Day 3: Relate the characteristics of
magma with the type of volcanic eruption
Day 4: Explain the process of volcanic
eruption and its material emissions
Illustrate how energy from volcanoes may
be tapped for human use (S9ES-IIIc-d-28)
Day 1: Characterize volcanoes that can
be tapped as good sources of
geothermal energy
Day 2: Identify volcanoes in the Philippines
which are tapped as sources of
geothermal energy
(Note: Science is taught
four times a week (HS) in
this case since MELC13 is
good for 1 week it means
that this MELC should be
taught in 4 days)
4 Days
(Note: Science is taught
four times a week (HS) in
this case since MELC14 is
good for 1 week it means
that this MELC should be
taught in 4 days)
8 Days
(Note: Science is taught
four times a week (HS) in
this case since MELC15 is
good for 2 weeks it means
that this MELC should be
taught in 8 days)
Prior to teaching this competency, specifically Day 2,
give inputs and discussions first on:
Identify renewable and non-renewable sources of
energy. (G7, Q4)
Day 3: Create a diagram showing how
geothermal energy is tapped from a
source to a power plant
Day 4: Discuss how geothermal energy is
tapped from a source to a power plant
Day 5: Explain how geothermal energy is
transformed into electrical energy
Prior to teaching this competency, specifically Day 5,
give inputs and discussions first on:
Identify the different types of Heat transfer and how
heat energy is transformed into a different kind of
energy (G6, Q3)
Day 6-7: Illustrate how electrical energy
from a geothermal plant can be utilized
for human use
Day 8: Identify the advantages and
disadvantages of using geothermal
energy
Content Standard: The learners demonstrate understanding of the factors that affect climate, and the effects of changing climate,
and how to adapt accordingly.
Performance Standard: The learners should be able to participate in activities that reduce risks and lessen the effects of climate
change.
16 Explain how different factors affect the
4 Days
climate of an area (S9ES-IIIe-29)
(Note: Science is taught
four times a week (HS) in
Day 1: Describe the climate and the
this case since MELC16 is
factors that affect it
good for 1 week it means
Day 2: Relate altitude and land
that this MELC should be
topography with climate
taught in 4 days)
Day 3: Explain how ocean surface and
circulation directly affect the pattern of
climate around the world
17
Day 4: Discuss other physical factors that
affect the climate of an area such as:
latitude, atmospheric circulation.
Describe certain climatic phenomena that
occur on a global level (S9ES-IIIf-30)
Day 1: Relate climate to meteorological
phenomena that occur in the Philippines
Day 2: Describe climatic phenomena that
occur on a global level
Day 3: Explain the impact of increased
carbon dioxide on global mean
temperature
Day 4: Differentiate greenhouse effect
from global warming
8 Days
(Note: Science is taught
four times a week (HS) in
this case since MELC17 is
good for 2 weeks it means
that this MELC should be
taught in 8 days)
Day 5: Identify the sources of greenhouse
gases and relate them to climate change
Day 6: Differentiate El Niño and La Niña
phenomena
Day 7: Explain the effects of El Nino and La
Nina phenomena on global climate
Day 8: Enumerate activities that reduce
risks and lessen effects of climate change
Content Standard: The learners demonstrate an understanding of the relationship between the visible constellations in the sky and
Earth’s position along its orbit.
Performance Standard: The learners should be able to discuss whether or not popular beliefs and practices with regard to
constellations and astrology have a scientific basis.
18
8 Days
Show which constellations may be
(Note: Science is taught
observed at different times of the year
four times a week (HS) in
using models (S9ES-IIIj-34)
this case since MELC18 is
good for 2 weeks it means
Day 1-2: Describe and identify some
that this MELC should be
constellations observed in the northern
taught in 8 days)
and southern hemisphere
Day 3: Locate some star clusters and
identify some bright stars in the
constellations.
Prior to teaching this competency, specifically Day 4,
give inputs and discussions first on:
Day 4: Describe the position of a
constellation in the course of the night
Demonstrate rotation and revolution of Earth (G6,
Q4)
Day 5-6: Identify and explain why
Day 5, give inputs and discussions first on:
constellations are visible at different times
of the year
Identify constellations seen in the Philippines (G5, Q4)
Day 7: Illustrate constellations that may be
observed at different times of the year in
the Philippine sky
Day 8: Determine whether popular beliefs
and practices about constellations and
astrology have a scientific basis or none.
QUARTER 4 (FORCES, MOTION, AND ENERGY)
Content Standard: The learners demonstrate understanding of projectile motion, impulse and momentum, and conservation of linear
momentum
Performance Standard: The learner shall be able to propose ways to enhance sports related to projectile motion
#
MELC
Number of days taught
Remarks
19 Describe the horizontal and vertical motions of a
4 Days
projectile S9FE-IVa34
(Note: Science is taught four times a
week (HS) in this case since MELC 19 is
Day 1:
Differentiate
uniform
motion
and
uniformly good for 1 week it means that this
MELC should be taught in 4 days)
accelerated motion.
Day 2:
Solve problems related to uniform motion and
uniformly accelerated motion.
Day 3:
Describe projectile motion qualitatively
Label a diagram illustrating projectile motion by
indicating the range, height, trajectory, initial
horizontal velocity, and initial vertical velocity.
20
21
Day 4:
Describe projectile motion quantitatively
Investigate the relationship between the angle of
release and the height and range of the projectile
S9FE-IVa-35
Day 1:
Demonstrate what happens to the height and range
of the projectile at different angles of release
Day 2:
Infer from examples that the angle of release affects
the height and range of a projectile
Day 3:
Infer that complementary angle of release result in
the same range but different height for a projectile
Day 4:
Propose ways to enhance sports related to projectile
motion
Relate impulse and momentum to the collision of
objects (e.g., vehicular collision) 9FE-IVb-36
4 Days
(Note: Science is taught four times a
week (HS) in this case since MELC 20 is
good for 1 week it means that this
MELC should be taught in 4 days)
4 Days
22
Day 1:
Define impulse and momentum
Day 2:
Distinguish between elastic and inelastic collisions
Infer that the total momentum before and after a
collision is equal S9FE-IVb-37
Day 3-4:
Apply the law of conservation of momentum to reallife situations
(Note: Science is taught four times a
week (HS) in this case since MELCs 21
and 22 are good for 1 week it means
that these MELCs should be taught in 4
days)
Content Standard: The learner demonstrates the understanding of Conservation of Mechanical Energy
Performance Standard: Create a device that shows conservation of mechanical energy
23 Perform activities to demonstrate the conservation of
4 Days
mechanical energy S9FE-IVd-40
(Note: Science is taught four times a
week (HS) in this case since MELC 23 is
Day 1-2:
Analyze the conversion of potential to kinetic energy good for 1 week it means that this
and vice versa to given situations (e.g. pendulum, MELC should be taught in 4 days)
roller coaster, ascending and descending the stairs)
Day 3:
Apply the law of conservation of mechanical energy
to real-life situations.
Day 4:
Create a device that shows conservation of
mechanical energy
Content Standard: The learner demonstrates an understanding of the relationship among heat, work, and efficiency
Performance Standard: Analyze how power plants generate and transmit electrical energy
24 Construct a model to demonstrate that heat can do
4 Days
Prior to teaching this
work S9FE-IVe-42
(Note: Science is taught four times a competency, give inputs and
week (HS) in this case since MELC 24 is exercises first on:
Day 1-2:
Explain how heat causes the internal energy of a good for 1 week it means that this Demonstrate how sound, heat,
MELC should be taught in 4 days)
light, and electricity can be
system to change
transformed S6FE-IIId-f-2 (G6, Q3)
Day 3-4:
Demonstrate that heat can do work by constructing
a model
25 Explain how heat transfer and energy transformation
2 Days
make heat engines work S9FE-IVg-45
Day 1:
Infer that heat transfer can be used to do work and
that work involves the release of heat
Day 2:
Explain why machines are never 100-percent
efficient;
Content Standard: The learners demonstrate an
understanding of the generation, transmission, and
distribution of electrical energy from power plants
(hydroelectric, geothermal, wind, and nuclear)
26 Explain how electrical energy is generated,
transmitted, and distributed S9FE-IVh-j-46
Day 3-4:
Trace the energy transformation in electrical power
plants
26 Explain how electrical energy is generated,
transmitted, and distributed S9FE-IVh-j-46
Day 1:
Explain how electrical energy reaches the consumer.
Day 2:
Distinguish between electrical power generation,
distribution, and transmission.
Day 3:
Differentiate a step-up from a step-down transformer
Day 4:
Cite ways to minimize power loss in the generation,
transmission, and distribution of electrical energy
(Note: Science is taught four times a
week in (HS) in this case since MELC 25
is good for ½ week it means that this
MELC should be taught in 2 days)
2 Days
(Note: Science is taught four times a
week in (HS) in this case since MELC 26
is good for ½ week it means that this
MELC should be taught in 2 days)
4 Days
(Note: Science is taught four times a
week (HS) in this case since MELC 26 is
good for 1 week it means that this
MELC should be taught in 4 days)
Prior to teaching this
competency, give inputs and
exercises first on:
Differentiate between heat and
temperature at the molecular
level S8FE -Ig – 29 (G8, Q1)
SCIENCE 10
QUARTER 1: EARTH AND SPACE
Content Standard: The learners demonstrate an understanding of the relationship among the locations of volcanoes, earthquake
epicenters, and mountain ranges.
Performance Standard: The learners should be able to:
1. demonstrate ways to ensure disaster preparedness during earthquakes, tsunamis, and volcanic eruptions; and
2. suggest ways by which he/she can contribute to government efforts in reducing damage due to earthquakes, tsunamis, and
volcanic eruptions.
#
1
MELC
Describe and relate the distribution of active
volcanoes, earthquake epicenters, and major
mountain belts to Plate Tectonic Theory
(S10ES – Ia-j-36.1)
Day 1: Describe the Earth's lithosphere and
differentiate oceanic and continental crust.
Day 2-3:
● Infer that the Earth’s lithosphere is divided into
plates.
● Identify the major lithospheric plates.
Number of days taught
12 Days
(Note: Science is taught four times a
week in (JHS) in this case since MELC
1 is good for 3 weeks it means that
this MELC should be taught in 12
days)
Remarks
Prior to teaching this
competency, specifically Days 8
and 9, give inputs and
exercises first on:
Day 4: Recall the characteristics of seismic waves in
terms of speed.
Day 5-7: Explain and locate the earthquake
epicenter using the triangulation method.
Day 8: Plot the active volcanoes, earthquake
epicenters, and major mountain belts on a world
map. (If world map is available)
Day 8
Describe active and inactive
faults in the Philippines(G8, Q2)
Identify the location of active volcanoes,
earthquake epicenters, and major mountain belts on
a world map. (If world map is not available)
Day 9-10:
● Describe the distribution of active volcanoes,
earthquake epicenters, and major mountain
belts.
Day 9
●
●
2
Determine the scientific basis for dividing the
lithospheric plates.
Infer the relationship of tectonic plates,
earthquake epicenters, and active
volcanoes.
Day 11: Relate the distribution of active volcanoes,
earthquake epicenters, and major mountain belts to
Plate Tectonic Theory.
Day 12: Present a disaster mitigation plan on
earthquakes, tsunamis, and volcanic eruptions.
Describe the different types of plate boundaries
(S10ES – Ia-j-36.2)
Day 1: Identify and describe the movement of the
different types of plate boundaries.
Day 2: Identify the type of plate boundary
associated with each major lithospheric plate.
Day 3: Determine the type of stress associated with
plate boundaries.
Identify volcanoes in the
Philippines which are sources of
geothermal energy(G9, Q3
4 Days
(Note: Science is taught four times a
week in (JHS) in this case since MELC
2 is good for 1 week it means that this
MELC should be taught in 4 days)
Day 3
Define and describe the three
types of faults and relate them
with the types of stress. (G8, Q2)
Day 4: Illustrate and describe the movement of the
different types of plate boundaries
3
Explain the different processes that occur along the
plate boundaries (S10ES – Ia-j-36.3)
Day 1: Identify and describe the different processes
that occur along the plate boundaries.
Day 2: Explain what happens when oceanic crust
and continental crust collide and identify the
different geologic features associated with them.
Prior to teaching this
competency, specifically Days
15 and 16, give inputs and
discussions first on:
Day 4
Illustrate how movements along
faults generate earthquakes.
(G8, Q2)
8 Days
(Note: Science is taught four times a
week in (JHS) in this case since MELC
3 is good for 2 weeks it means that
this MELC should be taught in 8 days)
Day 3: Explain what happens when two oceanic
plates collide and identify
the different geologic features associated with it.
Day 4: Explain what happens when two continental
plate boundaries collide and identify the different
geologic features associated with it.
Day 5: Explain the processes that occur along
divergent boundaries and identify the different
geologic features associated with them.
Day 6: Explain the processes that occur along
transform fault boundaries.
Day 7-8: Suggest ways on how to contribute to
government efforts in reducing damage due to
earthquakes, tsunamis, and volcanic eruptions.
4
Describe the possible causes of plate movement
4 Days
(S10ES – Ia-j-36.5)
(Note: Science is taught four times a
week in (JHS) in this case since MELC
Day 1: Discuss seafloor spreading.
4 is good for 1 week it means that this
Day 2: Relate the convection current with the plate
MELC should be taught in 4 days)
movement.
Day 3: Discuss how ridge push and slab pull cause
plate movement
Day 4: Explain the causes of plate movement based
on Seafloor Spreading Theory
5 Enumerate the lines of evidence that support plate
4 Days
movement (S10ES – Ia-j-36.6)
(Note: Science is taught four times a
week in (JHS) in this case since MELC
Day 1-2: Cite evidence of Wegener’s Continental
5 is good for 1 week it means that this
Drift Theory.
MELC should be taught in 4 days)
Day 3: Explain how magnetic stripes on the seafloor
provide evidence for seafloor spreading.
Day 4: Explain Plate Tectonic Theory as a unifying
theory.
QUARTER 2: FORCE, MOTION, AND ENERGY
Content Standard: The learners demonstrate an understanding of the different regions of the electromagnetic spectrum.
Performance Standard:
#
MELC
Number of days taught
Remarks
6 Compare the relative wavelengths of different forms of
4 days
electromagnetic waves. (S10-FE-IIa-b47)
Day 1:
(Note: Science is taught
a) Trace the development of electromagnetic wave theory.
four times a week in this
b) Discuss the properties of EM waves
case since MELC 6 is
good for 1 week it
Day 2: Describe the transmission and propagation of
means that this MELC
electromagnetic waves.
should be taught in 4
Day 3: Compare the relative wavelengths, frequencies, and
days)
energies of the different regions of EM waves.
Day 4: Solve problems involving wavelength, frequency, and
energy of EM waves.
7 Cite examples of practical applications of the different regions of
8 days
EM waves, such as the use of radio waves in telecommunications
(Note: Science is taught
(S10-FE-IIc-d-48)
four times a week in this
case since MELC 7 is
Day 1-2: Explain how radio waves are generated, transmitted,
good for two weeks it
and received in television and radio communication.
means that this MELC
Day 3: Discuss how microwaves are used in cooking, RADAR, and
should be taught in 8
satellite communications.
days)
Day 4: Explain how infrared waves are used in electronic
appliances, night vision goggles, medical diagnosis, and
communication.
Day 5: Discuss how lasers and fiber optics have improved
telecommunication.
Day 6: Discuss the practical application of UV radiation in
identifying counterfeit bills, and other applications.
Day 7: Discuss the application of x-ray on medical diagnosis and
engineering
Day 8: Discuss the medical and industrial uses of gamma rays.
8 Explain the effects of EM radiation on living things and the
4 days
environment (S10-FE-IIe-f-49)
(Note: Science is taught
four times a week in this
Day 1: Classify EM waves as ionizing and non-ionizing radiation
case since MELC 8 is
using the energy levels.
good
for one (1) week it
Day 2: Explain the effects of EM waves applications on living
means that this MELC
things and the environment.
should be taught in 4
Day 3: Evaluate the risks and benefits derived from the
days)
applications of EM waves
Day 4: Explain the principle of EM radiation safety and its
importance in society
Content Standard: The learners demonstrate an understanding of the images formed by the different types of mirrors and lenses
Performance Standard:
9
Predict the qualitative characteristics (orientation, type, and
12 days
magnification) of images formed by plane and curved mirrors
(Note: Science is taught
and lenses. (S10-FE-Iig-50)
four times a week in this
case since MELC 9 is
Day 1: Investigate the reflection properties of light using plane
good for 3 weeks it
mirrors.
means that this MELC
Day 2: Distinguish between converging and diverging mirrors
should be taught in 12
Day 3-4: Apply ray diagramming technique in describing images
days)
formed by mirrors.
Day 5-6: Derive and use the mirror equation in predicting the
characteristics and position of an image formed by mirrors.
Day 7: Investigate the refraction properties of light using concave
and convex lenses.
Day 8: Distinguish between converging and diverging lenses.
Day 9-10: Apply ray diagramming technique in describing
images formed by lenses.
Day 11-12: Derive and use the lens equation in predicting the
characteristics and position of an image formed by lenses.
10 Identify ways in which the properties of mirrors and lenses
4 days
determine their use in optical instruments (e.g., cameras and
(Note: Science is taught
binoculars)(S10-FE-Iih-52)
four times a week in this
case since MELC 10 is
Day 1-2: Explain the use of mirrors and lenses in cameras and
good for one week, it
microscopes. (Use a lens set-up that represents a
means that this MELC
microscope/camera)
should be taught in 4
Day 3-4: Explain the use of mirrors and lenses in telescopes and
days)
binoculars. (Use a lens set-up that will represent a
telescope/binocular)
Content Standard: The learners demonstrate an understanding of the relationship between electricity and magnetism in electric
motors and generators
Performance Standard:
11 Explain the operation of a simple electric motor and generator
4 days
(S10-FE-IIj-54)
(Note: Science is taught
four times a week in this
Day 1: Explain the working principle of a simple electric motor.
case since MELC 11 is
Day 2-3: Explain how electromagnetic induction is applied to
good for one week, it
electric generators.
means that this MELC
Day 4: Differentiate electric motor from an electric generator.
should be taught in 4
days)
QUARTER 3: LIVING THINGS AND THEIR ENVIRONMENT
Content Standard: The learners demonstrate understanding of …
1. how of organisms as having feedback mechanisms, which are coordinated by the nervous and endocrine systems
2. how these feedback mechanisms help the organism homeostasis to reproduce and survive.
Performance Standard:
#
MELC
Number of days taught
Remarks
12 Explain the role of hormones involved in
4 Days
the female and male reproductive
systems (S10LT-lllb-34)
WEEK 1
(Note:
Science
is taught four times
Day 1: Identify the different hormones
a week (JHS) in this case since the
involved in the male reproductive system
MELC is good for 1 week it means
Day 2: Identify the different hormones
involved in the female reproductive system that this MELC should be taught in
4 days)
Day 3: Differentiate the role/function of
hormones involved in the male and female
reproductive system
Day 4: Explain the effect of hormone
secretion in the development of an
organism.
13 Describe the feedback mechanisms
4 Days
Prior to teaching this competency, the
involved in regulating processes in the
teacher should:
female reproductive system (e.g.,
WEEK 2
1. identify and describe the parts and
menstrual cycle) (S10LT-lllc-35)
(Note: Science is taught four times functions of the male and female
a week (JHS) in this case since the reproductive system (G5, W2)
Day 1: Describe the important events of
MELC is good for 1 week it means
the menstrual cycle
that this MELC should be taught in
Day 2: Explain the roles of different
4 days)
hormones in the control of the menstrual
cycle
Day 3-4: Explain feedback mechanism
and how it works in our body
14 Describe how the nervous system
coordinates and regulates these feedback
mechanisms to maintain homeostasis
(S10LT-lllc-36)
Day 1: Describe the divisions and
subdivisions of the nervous system
WEEK 3
(Note: Science is taught four times
a week (JHS) in this case since the
MELC is good for 1 week it means
that this MELC should be taught in
4 days)
Day 2: Distinguish the major functions of
the nervous system: sensation, integration,
and response
Day 3-4: Describe how the nervous system
coordinates and regulates these feedback
mechanisms to maintain homeostasis
Content Standard: The learners demonstrate understanding of …
1. the information stored in DNA as being used to make proteins
2. how changes in DNA molecule may cause changes in its product
3. mutations that occur in sex cells as being heritable
Performance Standard:
15 Explain how protein is made using
4 Days
Prior to teaching this competency, the
information from DNA ( S10LT-llld-37)
teacher should identify the components of
WEEK 4
DNA molecules, describe and determine the
Day 1: Explain how DNA replicates itself
(Note: Science is taught four times structure of genes and chromosomes (G9,
and the complementary structure of DNA
a week (JHS) in this case since the W3-4)
and RNA
MELC is good for 1 week it means
Day 2: Explain the role of DNA and RNA in
that this MELC should be taught in
protein synthesis and the events of
4 days)
transcription and translation
Explain how mutations may cause
changes in the structure and function of a
16 protein (S10LT-llle-38)
Day 3:
a. Explain what is mutation
b. Discuss the different kinds of DNA
mutation
Day 4:
a. Explain how the different kinds of
mutation can cause changes in the
resulting amino acids and.3 the structure
and function of a protein and how
mutation may affect the growth and
development of organisms
Content Standard: The learners demonstrate understanding of how evolution through natural selection can result in biodiversity
Performance Standard: The learners should be able to write an essay on the importance of adaptation as a mechanism for the
survival of a species
17 Explain how fossil records, comparative
4 Days
anatomy, and genetic information provide
evidence for evolution (S10LT-lllf-39)
WEEK 5
(Note: Science is taught four times
Day 1: Explain how fossil records provide
a week (JHS) in this case since the
evidence for evolution
MELC is good for 1 week it means
Day 2 : Explain how rock formation,
geologic time scale, and carbon-14 dating that this MELC should be taught in
4 days)
can be used in determining the age of
fossils
Day 3-4: Explain how comparative
anatomy and genetic information provides
evidence for evolution
18 Explain the occurrence
4 Days
Prior to teaching this competency, the
of evolution (S10LT-lllg-40)
teacher should describe the concept of
WEEK 6
species by identifying the levels of
Day 1: Explain the occurrence of evolution
(Note: Science is taught four times biodiversity (G8, W6).
according to Lamarck’s ideas
Day 2: Explain the occurrence of evolution a week (JHS) in this case since the
MELC is good for 1 week it means
according to Darwin’s ideas.
Day 3: Explain the occurrence of evolution that this MELC should be taught in
4 days)
by comparing the ideas of Lamarck and
Darwin
Day 4: Explain the importance of
adaptation as a mechanism for the
survival of a species through an essay.
Content Standard: The learners demonstrate understanding of the influence of biodiversity on the stability of ecosystems; an
ecosystem as being capable of supporting a limited number of organism
Performance Standard:
19 Explain how species diversity increases the
4 Days
Prior to teaching this competency, the
probability of adaptation and survival of
teacher should explain energy transfer in
organisms in changing
WEEK 7
trophic levels (G8, W5), advantages of
environments (S10LT-lllh-41)
(Note: Science is taught four times biodiversity (G9, W5), and probable causes
a week (JHS) in this case since the of extinction (G8, W5).
Day 1:
Explain the flow of energy in an ecosystem MELC is good for 1 week it means
that this MELC should be taught in
and how biodiversity increases the
4 days)
probability of adaptation and survival of
organisms in changing environment
Day 2:
Explain how biodiversity is related to
stability and how biodiversity affects
stability in an ecosystem
Day 3-4: Explain the relationship between
20 population growth and carrying capacity
(S10LT-llli-42)
QUARTER 4: MATTER
Content Standard: The learners demonstrate an understanding of how gases behave based on the motion and relative distances
between gas particles
Performance Standard:
#
MELC
Number of days taught
Remarks
21 Investigate the relationship between:
8 days
1. volume and pressure at a constant
temperature of a gas;
2. volume and temperature at a constant
pressure of gas; and
3. explain these relationships using the kinetic
molecular theory.
(S9MT-IIj-20)
Day 1-2: Cite and describe each Kinetic
Molecular Theory assumption and cite instances
wherein KMT is observed in life experiences
Day 3: Plot data and infer the volume-pressure
relationship at the constant temperature of a
gas.
Day 4: Cite examples/situations where Boyle’s
Law is observed
Day 5: Calculate for each unknown on volume
and pressure relationship at a constant
temperature of a gas
Day 6: Plot data and infer the volumetemperature relationship at the constant
pressure of a gas.
Day 7: Cite examples/situations where Charles’
Law is observed
Day 8: Calculate for each unknown on volume
and temperature relationship at a constant
pressure of a gas
Content Standard: The learners demonstrate understanding of the structure of biomolecules, which are made up mostly of a limited
number of elements, such as carbon, hydrogen, oxygen, and nitrogen
Performance Standard:
#
MELC
Number of days taught
Remarks
22 Recognize the major categories of biomolecules
8 Days
Prior to teaching this competency, check
such as carbohydrates, lipids, proteins, and
whether the students were able to master
nucleic acids. (S10MT-IVc-d-22)
the following Grade 9 MELCs:
● Explain how the structure of the
Day 1: Describe carbohydrates and their
carbon atom affects the type of
classification (monosaccharide, disaccharide,
bonds it forms; (S9MT-IIg-h-17)
and polysaccharide)
Day 2: Describe lipid and differentiate the two
classes of lipids (simple and complex)
● Recognize the general classes and
Day 3: Discuss the structure, uses, and function of
uses of organic compounds; (S9MTnucleic acids
IIh-18)
Day 4: Discuss the structure, uses, and function of
proteins
especially the lesson on drawing condensed
Day 5: Identify biomolecules based on the result
(and skeletal) structures of organic
of physical and chemical tests or based on their
compounds, as these are the skills that are
function
needed in studying biomolecules.
Day 6: Differentiate the general structure of the
different types of biomolecules
Day 7-8: Identify the different biomolecules
present on food labels and cite their effect on
our health if its amount is lesser or greater than
the recommended value
Content Standard: The learners demonstrate understanding of the chemical reactions associated with biological and industrial
processes affecting life and the environment
Performance Standard: The learners should be able to use any form of media, present chemical reactions involved in biological and
industrial processes affecting life and the environment
#
MELC
Number of days taught
Remarks
23 Apply the principles of conservation of mass to
8 Days
The lesson on balancing chemical equations
chemical reactions. (S10MT-IV-g-23)
is enough to meet this MELC but
stoichiometry is the lesson that can clearly
Day 1-2: Identify the name of a chemical
show the conservation of mass in chemical
formula
reactions. If the teacher wants to get
Day 3: Write the formula of a compounds
Day 4: Demonstrate and explain the "Law of
Conservation of Mass" by using common
chemical reactions around us
Day 5-7: Balance given chemical equations.
Day 8: Identity, describe, and cite instances of
the different types of chemical reactions.
24
Explain how the factors affecting rates of
chemical reactions are applied in food
preservation and materials production, control of
fire, pollution, and corrosion. (S10MT-IVh-j-24)
Day 1: Explain how chemical reactions occur
using the Collision Theory
Day 2: Investigate how temperature affects the
rate of the chemical reaction.
Day 3: Describe how the nature of reactants
affects the rate of reaction
Day 4: Discuss how the physical state of reacting
materials affects the rate of the chemical
reaction.
Day 5: Discuss how the concentration of
reacting materials affects the rate of chemical
reaction
Day 6: Explain how the presence of a catalyst
affects the rate of chemical reactions.
Day 7: Perform simple activity on the different
factors affecting the rate of reaction
Day 8: Identify and suggest ways to control
different chemical reactions in the
community/environment using any form of
media
deeper into this lesson, consider revisiting the
following MELCs to see if the students are
ready for the lesson:
Use the mole concept to express the mass
of substances; (S9MT-IIi-19)
8 Days