Science Curriculum Guide Grades 3-10 December 2013

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
SCIENCE
(Grade 3 to Grade 10)
December 2013
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
country’s cultural heritage.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 curriculum. Without the content, learners will have difficulty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners’ curiosity motivates them to learn
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners’
interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.
K to 12 Science Curriculum Guide December 2013 Page 2of 65

Developing and
Demonstrating Scientific
Attitudes and Values
The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions ,and engage in discussions of relevant issues that involve science, technology, and environment.
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
K–3 4–6 7–10 11-12
At the end of Grade 10, the learners should

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

GRADE/LEVEL Grade-Level Standards
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
Kindergarten
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
Grade 1
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners are able to describe the functions of the different parts of the body and things that make up their surroundings --
- rocks and soil, plants and animals, the Sun, Moon and stars. They have learned that things may be solid, liquid or gas while others may give off
Grade 3
light, heat and sound. They have observed changes in the conditions of their surroundings. These would lead learners to become more curious
about their surroundings, appreciate nature, and practice health and safety measures.
Learners can investigate changes in the properties of materials when these are subjected to different conditions. They are able to identify
materials that do not decay and use this knowledge to help minimize waste at home, school, and in the community.They are able to describe the
functions of the different internal parts of the body in order to practice ways to maintain good health. They are able to classify plants and animals
according to where they live and observe interactions among living things and their environment. They can infer that plants and animals have
traits that help them survive in their environment.
Grade 4
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.

After investigating, learners can decide whether materials are safe and useful based on their properties. They can infer that new materials may
form when there are changes in properties.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They can help in
the preservation of estuaries and intertidal zones.
Grade 5
Learners recognize that different materials react differently with heat, light, and sound. They can relate these abilities of materials to their
specific uses.
Learners describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
Learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered using different
separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6 Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.

Learners distinguish mixtures from substances through semi-guided investigations. They realize the importance off air testing when conducting
investigations.
After studying how organ systems work together in plants and animals in the lower grade levels, learners can use a microscope when observing
very small organisms and structures. They recognize that living things are organized into different levels: Cells, tissues, organs, organ systems,
and organisms. These organisms comprise populations and communities, which interact with non-living things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
Learners will have investigated the effects of some factors on the motion of an object based on the Laws of Motion. They can differentiate the
concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other
members of the solar system.
Grade 8
Learners explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are
made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of
digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that protect
and conserve economically important species used for food.
After learning about the digestive system, learners have expanded their knowledge to a deeper understanding of the respiratory and circulatory
systems to promote overall health. They are familiar with some technologies that introduce desired traits in economically important plants and
animals.
Learners explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise
Grade 9 from such rearrangements.
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.
Learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate boundaries. They can
Grade 10 demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions.
Learners explain the factors affecting the balance and stability of an object to help them practice appropriate positions and movements to

achieve efficiency and safety such as in sports and dancing. They can analyze situations in which energy is harnessed for human use whereby
heat is released, affecting the physical and biological components of the environment.
Learners will have completed the study of the entire organism with their deeper study of the excretory and reproductive systems. They can
explain in greater detail how genetic information is passed from parents to offspring, and how diversity of species increases the probability of
adaptation and survival in changing environments.
Learners explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the
human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
Sequence of Domain/Strands per Quarter
G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion,&
Matter Matter Matter Matter Matter and Their Earth & Space
1st Quarter Energy
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion,&
and Their and Their and Their and Their and Their Earth & Space Matter
2nd Quarter Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,&
Matter Earth & Space and Their
3rd Quarter Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
4th Quarter Energy
Environment

SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10
MATTER
Grade 3 Grade 4 Grade 5 Grade 6
PROPERTIES OF MATTER
When learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed the
and materials, they become aware of solids, liquids, or gases, materials product labels, learners can critically decide changes when mixing a solid in a liquid or
their different characteristics such as may also be grouped according to whether these materials are harmful or not. a liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they From these investigations, learners can
and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and now describe the appearance of mixtures
objects and materials can be grouped whether they decay or not liquids in making useful materials and as uniform or non-uniform and classify
into solids, liquids or gases. products. them as homogeneous or heterogeneous
mixtures.
CHANGES UNDERGO
Using the characteristics observed Changes in the characteristics of In Grade 4, learners investigated changes in Based on the characteristics of the
among solids, liquids, and gases, solid materials can be observed materials that take place at certain components of a heterogeneous mixture,
learners investigate ways in which solid when these are bent, hammered, conditions, such as changing the size, learners investigate ways of separating
turns into liquid, solid into gas, liquid pressed, and cut. shape, volume, or temperature. In Grade 5, these components from the mixture. They
into gas, and liquid into solid, as they investigate changes that take place will infer that the characteristics of each of
affected by temperature. After investigating the changes in under the following conditions: presence or the components remain the same even
characteristics of materials due to lack of oxygen, and applying heat. They when the component is part of the
temperature in Grade 3, learners learn that some of these conditions can mixture.
can now inquire about changes result in a new product. Knowing these
observed when a solid is mixed conditions enable them to apply the “5R
with a liquid or when a liquid is method” (recycling, reducing, reusing,
mixed with another liquid. recovering and repairing) at home and in
school.
Learners learn that some changes
in the characteristics of a product
such as food or medicine may

affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide
when these products become
harmful.
PROPERTIES AND STRUCTURE OF MATTER

In Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from matter is made up of particles, structure learned in Grade 8, learners different conditions based on their
heterogeneous mixtures. In Grade 7, the smallest of which is the atom. describe how atoms can form units called knowledge of the motion of and distances
learners investigate properties of These particles are too small to molecules. They also learn about ions. between gas particles. Learners then
solutions that are homogeneous be seen through a microscope. Further, they explain how atoms form confirm whether their explanations are
mixtures. They learn how to express The properties of materials that bonds (ionic and covalent) with other atoms consistent with the Kinetic Molecular
concentrations of solutions qualitatively they have observed in earlier by the transfer or sharing of electrons. Theory. They also learn the relationships
and quantitatively. They distinguish grades can now be explained by between volume, temperature, and
mixtures from substances based on a the type of particles involved and They also learn that the forces holding pressure using established gas laws.
set of properties. the attraction between these metals together are caused by the
particles. attraction between flowing electrons and In Grade 9, learners learned that the
Learners begin to do guided and semi- the positively charged metal ions. bonding characteristics of carbon result in
guided investigations, making sure that the formation of large variety of
the experiment they are conducting is a Learners explain how covalent bonding in compounds. In Grade 10, they learn more
fair test. carbon forms a wide variety of carbon about these compounds that include
compounds. biomolecules such as carbohydrates, lipids,
proteins, and nucleic acids. Further, they
Recognizing that matter consists of an will recognize that the structure of these
extremely large number of very small compounds comprises repeating units that
particles, counting these particles is not are made up of a limited number of
practical. So, learners are introduced to the elements such as carbon, hydrogen,
unit—mole. oxygen, and nitrogen.

CHANGES UNDERGO
Learners recognize that materials Learners learn that particles are Learners explain how new compounds are In Grade 9, learners described how
combine in various ways and through always in motion. They can now formed in terms of the rearrangement of particles rearrange to form new
different processes, contributing to the explain that the changes from particles. They also recognize that a wide substances. In Grade 10, they learn that
wide variety of materials. Given this solid to liquid, solid to gas, liquid variety of useful compounds may arise from the rearrangement of particles happen
diversity, they recognize the importance to solid, and liquid to gas, involve such rearrangements. when substances undergo chemical
of a classification system. They become changes in the motion of and reaction. They further explain that when
familiar with elements and compounds, relative distances between the this rearrangement happens, the total
metals and non-metals, and acids and particles, as well as the attraction number of atoms and total mass of newly
bases. between them. formed substances remain the same. This
is the Law of Conservation of Mass.
Further, learners demonstrate that They also recognize that the Applying this law, learners learn to balance
homogeneous mixtures can be same particles are involved when chemical equations and solve simple mole-
separated using various techniques. these changes occur. In effect, no mole, mole-mass, and mass-mass
new substances are formed. problems.

LIVING THINGS AND THEIR ENVIRONMENT
PARTS AND FUNCTION OF ANIMAL AND PLANTS

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

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

Different kinds of living things are Learners investigate that animals Learners learn that reproductive structures They learn that plants and animals share
found in different places. and plants live in specific serve as one of the bases for classifying common characteristics which serve as
habitats. living things. bases for their classification.
ECOSYSTEMS
Learners learn that living things depend Learners learn that the beneficial Learners are introduced to the interactions Learners are introduced to more complex
on their environment for food, air, and and harmful interactions that among components of larger habitats such interactions among components of
water to survive. occur among living things and as estuaries and intertidal zones, as well as habitats with the highest species diversity
their environment as they obtain the conditions that enable certain such as tropical rainforests, coral reefs,
their basic needs. organisms to live. and mangrove swamps.

PARTS AND FUNCTION ANIMAL AND PLANTS

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

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

ecosystem. This serves as an produced a succession of diverse

introduction to the topic on hierarchical new species. Variation increases the
taxonomic system. chance of living things to survive in
a changing environment.
ECOSYSTEMS
Learners learn that interactions occur Learners learn how energy is Learners learn how plants capture Learners investigate the impact of
among the different levels of organization in transformed and how materials are energy from the Sun and store energy human activities and other
ecosystems. Organisms of the same kind cycled in ecosystems. in sugar molecules (photosynthesis). organisms on ecosystems.
interact with each other to form This stored energy is used by cells
populations; populations interact with other during cellular respiration. These two They learn how biodiversity
populations to form communities. processes are related to each other. influences the stability of
ecosystems.

FORCE, MOTION AND ENERGY
FORCE AND MOTION
Learners observe and explore and Learners now learn that if force This time, learnersbegin to accurately Aside from the identified causes of
investigate how things around them is applied on an object, its measure the amount of change in the motion in Grade 3, such as people,
move and can be moved. They also motion, size, or shape can be movement of an object in terms of its animals, wind, and water, learners also
identify things in their environment that changed. They will further distance travelled and time of travel learn about gravity and friction as other
can cause changes in the movement of understand that these changes using appropriate tools. causes or factors that affect the
objects. depend on the amount of force movement of objects.
applied on it (qualitative). They
also learn that magnets can
exert force on some objects and
may cause changes in their
movements.
ENERGY
Learners observe and identify different Learners learn that light, heat, This time, learners explore how different At this grade level, learners are
sources of light, heat, sound, and and sound travel from the objects interact with light, heat, sound, and introduced to the concept of energy.
electricity in their environment and their source. They perform simple electricity (e.g., identifying poor and good They learn that energy exists in
uses in everyday life. activities that demonstrate how conductors of electricity using simple different forms, such as light, heat,
they travel using various circuits). sound and electricity, and it can be
objects. transformed from one form to another.
They learn about the relationship between
They demonstrate how energy is
Note: Electricity is not included electricity and magnetism by constructing
transferred using simple machines.
in Grade 4 because the concept an electromagnet.
of ‘flow of charges’ is difficult to
They also learn about the effects of light,
understand at this grade level.
heat, sound, and electricity on people.

FORCE AND MOTION
From a simple understanding of motion,
This time, learners study the concept of To deepen their understanding of From learning the basics of forces in
learners study more scientific ways of
force and its relationship to motion. They motion, learners use the Law of Grade 8, learners extend their
describing (in terms of distance, speed,
use Newton’s Laws of Motion to explain Conservation of Momentum to further understanding of forces by describing
and acceleration) and representing
why objects move (or do not move) the explain the motion of objects. how balanced and unbalanced forces,
(using motion diagrams, charts, and
way they do (as described in Grade 7). either by solids or liquids, affect the
graphs) the motion of objects in one From motion in one dimension in the
They also realize that if force is applied movement, balance, and stability of
dimension. previous grades, they learn at this level
on a body, work can be done and may objects.
about motion in two dimensions using
cause a change in the energy of the
projectile motion as an example.
body.
ENERGY
This time learners recognize that Learners acquire more knowledge
Learners realize that transferred energy Learners explain how conservation of
different forms of energy travel in about the properties of light as
may cause changes in the properties of mechanical energy is applied in some
different ways—light and sound travel applied in optical instruments.
the object. They relate the observable structures, such as roller coasters, and in
through waves, heat travels through Learners also use the concept of
changes in temperature, amount of natural environments like waterfalls.
moving or vibrating particles, and moving charges and magnetic fields
current, and speed of sound to the They further describe the transformation
electrical energy travels through moving in explaining the principle behind
changes in energy of the particles. of energy that takes place in
charges. generators and motors.
hydroelectric power plants.
In Grade 5, they learned about the
different modes of heat transfer. This Learners also learn about the relationship
time, they explain these modes in terms between heat and work, and apply this
of the movement of particles. concept to explain how geothermal
power plants operate.
After they have learned how electricity is
generated in power plants, learners
further develop their understanding of
transmission of electricity from power
stations to homes.

EARTH AND SPACE
GEOLOGY
After familiarizing themselves In this grade level, learners will learn that Learners will learn that aside from
Learners will describe what makes up
with the general landscape, our surroundings do not stay the same weathering and erosion, there are other
their environment, beginning with the
learners will investigate two forever. For example, rocks undergo processes that may alter the surface of the
landforms and bodies of water found in
components of the physical weathering and soil is carried away by Earth: earthquakes and volcanic eruptions.
their community.
environment in more detail: soil erosion. Learners will infer that the surface Only the effects of earthquakes and
and water. They will classify soils of the Earth changes with the passage of volcanic eruptions are taken up in this
in their community using simple time. grade level, not their causes (which will be
criteria. They will identify the tackled in Grades 8 and 9). Learners will
different sources of water in their also gather and report data on
community. They will infer the earthquakes and volcanic eruptions in their
importance of water in daily community or region.
activities and describe ways of
using water wisely.
METEOROLOGY
After making simple descriptions Learners will learn that the weather does After learning how to measure the
..the different types of local weather,
about the weather in the previous not stay the same the whole year round. different components of weather in Grades
grade, learners will now measure Weather disturbances such as typhoons 4 and 5, learners will now collect weather
the components of weather using may occur. Learners will describe the data within the span of the school year.
simple instruments. They will also effects of typhoons on the community and Learners will interpret the data and identify
identify trends in a simple the changes in the weather before, during, the weather patterns in their community.
weather chart. and after a typhoon.
ASTRONOMY
After describing the natural After learning about the Sun, learners will In Grade 6, learners will turn their
..and the natural objects that they see
objects that are seen in the sky, now familiarize themselves with the Moon attention to Earth as another natural
in the sky.
learners will now focus on the and the stars. They will describe the object in space (in addition to the Sun,
main source of heat and light on changes in the appearance of the Moon and Moon, and stars). Learners will learn
Earth: the Sun, its role in plant discover that the changes are cyclical, and about the motions of the Earth: rotation
growth and development, and its that the cycle is related to the length of a and revolution. Learners will also compare
effect on the activities of humans month. Learners will identify star patterns the different members that make up the
and other animals. that can be seen during certain times of the Solar System and construct models to help
year. them visualize their relative sizes and
distances.


GEOLOGY
As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
Learners will explore and locate places
of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquake
using a coordinate system. They will
earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges
discover that our country’s location
explain how quakes are generated by faults. when volcanoes erupt. They will describe the are not randomly scattered in
near the equator and along the Ring of
They will try to identify faults in the different types of volcanoes and differentiate different places but are located in
Fire influences elements of up
community and differentiate active faults active volcanoes from inactive ones. They the same areas. This will lead to
Philippine environment (e.g., natural
from inactive ones. will also explain how energy from volcanoes an appreciation of plate
resources and climate).
may be tapped for human use. tectonics—a theory that binds
many geologic processes such as
volcanism and earthquakes.
METEOROLOGY
Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate
Learners will explain the occurrence of
Philippines is prone to typhoons. In Grade between weather and climate. They will tectonics is the sole topic in Earth
atmospheric phenomena (breezes,
5, the effects of typhoons were tackled. explain how different factors affect the and Space in Grade 10. This is
monsoons, and ITCZ) that are
Here, learners will explain how typhoons climate of an area. They will also be because the theory binds many of
commonly experienced in the country
develop, how typhoons are affected by introduced to climatic phenomena that occur the topics in previous grade
as a result of the Philippines’ location
landforms and bodies of water, and why over a wide area (e.g., El Niño and global levels, and more time is needed
with respect to the equator, and
typhoons follow certain paths as they move warming). to explore connections and
surrounding bodies of water and
within the Philippine Area of Responsibility. deepen learners’ understanding.
landmasses.
ASTRONOMY
Learners will complete their survey of the Learners will now leave the Solar System and
Learners will explain the occurrence of
Solar System by describing the learn about the stars beyond. They will infer
the seasons and eclipses as a result of
characteristics of asteroids, comets, and the characteristics of stars based on the
the motions of the Earth and the
other members of the Solar System. characteristics of the Sun. Using models,
Moon. Using models, learners will
learners will show that constellations move in
explain that because the Earth revolves
the course of a night because of Earth’s
around the Sun, the seasons change,
rotation, while different constellations are
and because the Moon revolves around
observed in the course of a year because of
the Earth, eclipses sometimes occur.
the Earth’s revolution.

GRADE 3
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Grade 3 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
The Learners demonstrate The Learners should be able The Learners should be able to…
understanding of… to…
1. Matter 1. describe different objects

based on their characteristics S3MT-Ia-
ways of sorting materials and 1. group common objects (e.g. Shape, Weight, Volume, b-1
 Learning Guide
describing them as solid, liquid found at home and in Ease of flow) in Science &
or gas based on properties such school according to solids, Health :Mixtures
as having a definite shape and liquids and gas
volume, and ease of flow.  BEAM – Grade 3
2. investigate the different 2. classify objects and materials Unit 4 Materials
changes in materials as S3MT-Ic- LG – Science 3
as solid, liquid, and gas based
affected by temperature d-2 Materials
on their characteristics
Module 1
3. describe ways on the proper

use and handling solid, liquid S3MT-Ie-
and gas found at home and in g-3
school
 BEAM –Gr. 3
4. describe changes in materials Unit 3
based on the effect of Materials-
effects of temperature on investigate the different temperature: Distance
S3MT-Ih-
materials changes in materials as 4.1 Solid to liquid Learning
j-4
affected by temperature 4.2 Liquid to solid Module 43
4.3 Liquid to gas  BEAM –Gr. 3
4.4 Solid to gas Unit 3 Materials
Module 44-49

STANDARDS MATERIALS
Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1.Living Things The Learners demonstrate The Learners should be able
1.1Humans 1. describe the parts and functions S3LT-IIa-
of the sense organs of the b-1  BEAM-Grade 3-
parts, and functions of the practice healthful habits in human body Unit People-
1.1.a Sense Organs sense organs of the human taking care of the sense  Learning Guide
body organs  & Distance
Learning
2. enumerate healthful habits to S3LT-IIa- Module
protect the sense organs b-2
2.Living Things 3. describe animals in the S3LT-IIc-  BEAM-Grade 3-

parts and functions of animals enumerate ways of grouping environment d3 Unit 2-
and importance to humans animals based on their AnimalsDLP-
4. identify the parts and functions S3LT-IIc-
2.1Animals structure and importance Science 3 DLP
of animals d-4
19
5. classify animals according to S3LT-IIc-
body parts and use d-5  Beam –Grade 3
6. state the importance of animals S3LT-IIc- –Unit 2-animals
to humans d-6  DLP-Science 3
DLP 31&32
 Learning Guide
7. describe ways of proper S3LT-IIc- in Science &
handling of animals d-7 Health:
 The Body
Guards
3. Living Things external parts of plants and their demonstrate the proper ways  BEAM –Grade 3-
functions, and importance to of handling plants 8. describe the parts of different S3LT-IIe-
Unit 3 –Plants
3.1 Plants humans kinds of plants f-8
 DLP-Science 3

STANDARDS MATERIALS
DLP 38
9. state the importance of plants S3LT-IIe-
 Learning Guide:
to humans f-9
 How do Plants
protect
themselves?
10. describe ways of caring and S3LT-IIe-
 BEAM-Grade 3-
proper handling of plants f-10
Unit 3-Plants
characteristics of living and illustrates the difference

nonliving things between living and non-living
things
11. compare living with nonliving S3LT-IIe-
things f-11
4. Heredity: Inheritance reproduction among humans, make a checklist of certain

and Variation animals and plants and certain characteristics they inherited 12. infer that living things
S3LT-
characteristics from parents to from either their father or reproduce
IIg-h12  Learning
offspring mother
Guide in
Science and
Health
 Learning
13. identify characteristics are
Guide in
passed on from parents to
S3LT-IIg- Science and
offspring (e.g., humans,
h13 Health: What
animals, plants)
do animals eat
5.Ecosystems basic needs of plants, animals list down activities which they 14. identify the basic needs of  Learning
and humans can perform at home, in humans, plants and animals S3LT-IIi- Guide in
school, or in their such as air, food, water, and j-14 Science and
neighborhood to keep the shelter Health:

STANDARDS MATERIALS
environment clean  There is No

15. explain how living things
S3LT-IIi- Place Like
depend on the environment
j-15 Home
to meet their basic needs
 (print-BEE)
16. recognize that there is a need
S3LT-IIi-
to protect and conserve the
j-16
environment
Grade 3 – Force and Motion
THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners should be able 1. describe the position of a
understanding of… to… person or an object in relation S3FE-
to a reference point such as IIIa-b-1
1. Force and Motion motion of objects observe, describe, and chair, door, another person
investigate the position and
movement of things around 2. identify things that can make  Learning Guide
S3FE-IIIc-
them objects move such as people, in Science and
d-2
water, wind, magnets Health:
 (Print-BEE)
3. describe the movements of
objects such as fast/slow, S3FE-
forward/backward, IIIe-f-3
stretching/compressing
2. Energy: Light, sound. sources and uses of light, apply the knowledge of the
2.1 Heat and Electricity sound, heat and electricity sources and uses of light,
4. describe sources of light and S3FE-
sound, heat, and electricity.
sound, heat and electricity IIIg-h-4
5. enumerate uses of light, S3FE-IIIi-

sound, heat and electricity j-3

STANDARDS MATERIALS
Grade 3 – Earth and Space

FOURTH QUARTER/FOURTH GRADING PERIOD
1. Earth and Space The Learners demonstrate The Learners should be able  BEAM-Grade3-
1.1The Surroundings understanding of… to… S3ES-IVa- Unit 6-Earth
1. describe the things found in the
b-1  (Learning
surroundings
people, animals, plants, lakes, express their concerns about Guides-2 Me
rivers, streams, hills and their surroundings through and My
mountains forms and their teacher-guided and self – Environment)
importance directed activities 2. relate the importance of
S3ES-IVc-
surroundings to people and
d-2
other living things
2. Earth and Space types and effects of weather as express ideas about safety  Learning Guide
2.1Weather they relate to daily activities, measures during different in Science and
health and safety weather conditions creatively 3. describe the changes in the S3ES-IVe- Health:
(through artwork, poem, weather over a period of time f-3 Weather
song)  Learning Guide
in Science and
Health:
Typhoon
4. communicate how different  Beam-Grade 4-
types of weather affect S3ES-IVg- Unit 8 –
activities in the community h-4 Weather
 (Science 4-DLP
57)
 Beam-Grade 4 –
5. enumerate and practice safety Unit 8 –
and precautionary measures in S3ES-IVg- Weather (DLP –
dealing with different types of h-5 Science 4 DLP
weather 58)
3. Earth and Space natural objects in the sky affect list down activities which 6. communicate how the natural
3.1Natural Objects in the one’s daily activities affect their daily activities objects in the sky affect daily S3ES-IVg-
Sky activities h-6

STANDARDS MATERIALS
7. enumerate safety measures to

S3ES-IVg-
avoid the harmful effects of the
h-7
Sun’s heat and light

GRADE 4
STANDARDS MATERIALS
Grade 4 – Matter
Properties The Learners demonstrate The Learners should be able The Learners should be able to…
S4MT-Ia-
1. Properties used to 1. classify materials based on
1
group and store grouping different materials recognize proper handling of the ability to absorb water,
materials: based on their properties. products according to their float, sink, undergo decay:
2. Importance of properties. 2. identify the effects of
interpreting product S4MT-Ib-
decaying materials on one’s
labels: 2
health and safety:
3. Proper disposal of
waste. 3. demonstrate disposal of
S4MT-Ic-
waste according to the
d-3
properties of its materials.
4. describe changes in solid S4MT-Ie-
4. Changes that Materials changes that materials undergo evaluate whether changes in and liquid materials: f-5
Undergo when exposed to certain materials are useful or 5. describe changes in
4.1 Changes that are conditions. harmful to one’s properties of materials
useful. environment. when exposed to certain S4MT-Ig-
4.2 Changes that are conditions such as h-6
harmful. temperature or when mixed
with other materials:
6. identify changes in
materials whether useful
S4MT-Ii-j-
or harmful to one’s
7
environment.
Parts and Functions The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM –
understanding of… to… Grade 3 –Unit
S4LT-IIa-
1. Humans 1. describe the main function 6-Earth
b-1
1.1 Major organs of the the brain, heart, lungs, liver, of the major organs:  (Learning
body: stomach, intestines, kidneys, Guide- Me

STANDARDS MATERIALS
1.2 Caring for the major bones, and muscles are major 2. communicate that the and My
organs: internal organs that keep the major organs work together S4LT-IIa- Environment)
1.3 Diseases that affect body healthy. to make the body function b-2  Learning
the major organs of properly: Guide in
the human body. Science and
3. identify the causes and
S4LT-IIa- Health:
treatment of diseases of  Respiratory
b-3
the major organs: system
4. practice habits to maintain S4LT-IIa-

a healthy body. b-4
2. Animals 5. infer that body structures

help animals adapt and
S4LT-IIc-  Learning
2.1 Live on land or in animals have body parts that construct prototype model of survive in their particular
d-5
water. make them adapt to land or organism that has body parts habitat Guide in
water. which can survive in a given Science in
environment. Science and
6. compare body movements
S4LT-IIc- Health
of animals in their habitat
d-6  BEAM-
Grade3-Unit
7. make a survey of animals 2-
S4LT-IIc-
found in the community Animals(DLP-
d-7 Science 3
and their specific habitats
DLP 27 and
8. choose which animals to S4LT-IIc- 28)
raise in a particular habitat. d-8
3. Plants 9. identify the specialized  Learning

S4LT-IIe- Guide: How
structures of terrestrial and
3.1 Live on land or in plants have body parts that f-9 do plants
aquatic plants:
water make them adapt to land or Protect
water. 10. conduct investigation on the themselves
specialized structures of  Learning
plants given varying S4LT-IIe- Guide in
environmental conditions: f-10 Science and
light water, temperature Health:
and soil type: Plants, Here.

STANDARDS MATERIALS
11. make a survey of plants There and

S4LT-IIe-
found in the community and Everywhere
f-11
their specific habitats:
12. choose which plants to grow S4LT-IIe-

in a particular habitat. f-12
4. Heredity: Inheritance and

Variation 13. compare the stages in the S4LT-IIg-
4.1 Life Cycles different organisms go through life cycle of organisms: h-13
4.2Humans, Animals life cycle which can be affected
and Plants by their environment.
14. describe the effect of the
S4LT-IIg-
environment on the life
h-14
cycle of organisms:
5. Ecosystems
15. describe some types of
S4LT-IIi-
beneficial interactions
5.1 Beneficial and beneficial and harmful j-15
among living things:
Harmful interactions interactions occur among living
things and their environment as
they obtain basic needs. 16. describe certain types of
S4LT-IIi-
harmful interactions among
j-16
living things
17. conduct investigations to

determine environmental S4LT-IIi-
conditions needed by living j-17
things to survive:
18. describe the effects of

interactions among S4LT-IIi-
organism in their j-18
environment.

STANDARDS MATERIALS

The Learners demonstrate The Learners should be able
The Learners should be able to…
understanding of… to… S4FE-
1. explain the effects of force
1. Effects of Force on IIIa-1
applied to an object:
Objects
force that can change the 2. practice safety measures in
1.1S hape, size and shape, size or movement of physical activities and S4FE-
movement objects. proper handling of IIIb-c-2
materials:
3. describe the force exerted S4FE-
by magnets. IIId-e-3
S4FE-IIIf-
2. Light, Heat and Sound how light, heat and sound travel demonstrate in group 4. describe how light, sound
g-4
using various objects conceptual understanding of and heat travel:
properties/characteristics of 5. investigate properties and
light, heat and sound S4FE-
characteristics of light and
IIIh-5
sound:
6. describe ways to protect
oneself from exposure to S4FE-IIIi-
excessive light, heat and j-6
sound.
The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM-Grade 3
understanding of… to… – Unit 6 Earth
S4ES-IVa-
1. Soil 1. compare and contrast the (DLP-Learning
1
1.1 Types of soil the different types of soil characteristics of different types Guide –Soil
of soil: not just a dirt
2. Water in the the different sources of water 2. explain the use of water from
S4ES-IVb-
Environment suitable for human consumption different sources in the context
2
2.1 Sources and of daily activities;
importance of

STANDARDS MATERIALS
water
3. infer the importance of water in S4ES-IVc-

daily activities; 3
4. describe the importance of the S4ES-IVd-

water cycle. 4
3. Weather  Learning
3.1 Components of components of weather using practice precautionary Guide in
weather simple instruments measures in planning Science and
3.2 Weather activities 5. use weather instruments to
S4ES-IVe- Health: Warm
instruments measure the different weather and cool
5
3.3 Weather chart components  Learning
Guide in
Science and
Health:
Interpreting
Weather
Conditions
 Learning
6. record in a chart the weather S4ES-IVf-
Guide in
conditions 6
Science and
Health:
typhoon
 BEAM-Grade
4-Unit 8 –
Weather
(Science 4
7. identify safety precautions S4ES-IVg- DLP -54-55
during different weather 7  BEAM – Grade
conditions 4 –Unit 8 –
Weather (DLP
–Science 4-
DLP 58)

STANDARDS MATERIALS
4. The Sun the Sun as the main source of 8. observe changes in the
S4ES-IVh-
4.1 Importance of the Sun heat and light on Earth surroundings as the position of
8
4.2 Effects of Sun on living the Sun changes
things 9. describes the role of the Sun in S4ES-IVi-
4.3 Safety precautions the water cycle 9
S4ES-IVj-
10. describe the effects of the Sun
10

GRADE 5
STANDARDS MATERIALS
Grade 5 – Matter
The Learners demonstrate The Learner…
1. Properties
understanding of… The Learner…
S5MT-Ia-
properties of materials to use local, recyclable solid 1. use the properties of
1.1 Useful and harmful b-1
determine whether they are and/or liquid materials in materials whether they are
materials
useful or harmful making useful products useful or harmful
2. investigate changes that

1.2 Changes that materials undergo changes due to happen in materials under
Materials Undergo oxygen and heat the following conditions: S5MT-Ic-
2.1 presence or lack of d-2
oxygen
2.2 application of heat
3. recognize the importance of
recycle, reduce, reuse, S5MT-Ie-
recover and repair in waste g-3
management
4. design a product out of
local, recyclable solid and/ S5MT-Ih-
or liquid materials in making i-4
useful products
The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM – Grade
understanding of… to… 5 – Unit 1 –
1. describe the parts of the S5LT-IIa- Reproductive
1. Parts and Functions reproductive system and their 1 System
how the parts of the human functions; (Science 5 –
1.1Humans reproductive system work DLP 1)
 BEAM – Grade
2. describe the changes that occur
1.2 The reproductive S5LT-IIb- 5 – Unit 1 -
during puberty;
2 Menstrual

STANDARDS MATERIALS
system Cycle (Science

3. explain the menstrual cycle; S5LT-IIc- 5 – DLP 4)
3
4. give ways of taking care of the

S5LT-IId-
reproductive organs.
4
2. Animals how animals reproduce
2.1 reproductive system

of animals 5. describe the different modes of
2.2 modes of reproduction in animals such as S5LT-IIe-
reproduction in butterflies, mosquitoes, frogs, 5
animals cats and dogs.
6. describe the reproductive parts

3. Plants S5LT-IIf-6
in plants and their functions;
3.1 reproductive parts in how plants reproduce
plants 7. describe the different modes of
3.2 modes of reproduction reproduction in flowering and S5LT-IIg-
in plants non-flowering plants such as 7
moss, fern, mongo and others
 BEAM – Grade
4. Ecosystems 3 – Unit 3 –
the interactions for survival create a hypothetical Plants (DLP-
4.1 Interactions Among among living and non-living community to show how Science 3 DLP
Living Things things that take place in organisms interact and 8. discuss the interactions among 37)
estuaries and intertidal zones. reproduce to survive. living things and non-living S5LT-IIh-  BEAM-Grade 3-
4.1.1 Estuaries things in estuaries and intertidal 8 Unit 3 – plants
4.1.2 Intertidal Zones zones (DLP-Science 3
DLP39)
 Learning Guide
in Science and
Health: Seed

STANDARDS MATERIALS
Making parts
of a flower
 Learning Guide
in Science and
Health Parts of
a Seed
9. explain the need to protect and  Learning Guide
S5LT-Ii-j-
conserve estuaries and intertidal in Science and
10
zones. Health:
Growing Plants
without Seeds

1. Motion The Learners demonstrate The Learners should be able The Learners should be able to…
understanding of… …
1.1 Measuring time and 1. describe the motion of an object S5FE-
distance using motion in terms of distance and by tracing and measuring its IIIa-1
standard units time change in position (distance
travelled) over a period of time;
2. use appropriate measuring tools S5FE-
and correct standard units. IIIb-2
3. discuss why some materials are
S5FE-IIIc-
2. Light and Sound, Heat good conductors of heat and
3
and Electricity 1. how different objects interact electricity:
with light and sound, heat and
4. infer how black and colored
2.1 Conductors of heat and electricity S5FE-
objects affect the ability to
electricity; IIId-4
absorb heat:
2. the effects of heat and
2.2 Effects of light and sound, electricity, light and sound on 5. relate the ability of the material
heat and electricity people and objects to block, absorb or transmit light S5FE-
to its use. IIIe-5

STANDARDS MATERIALS
3. Electricity and Magnetism 6. infer the conditions necessary to S5FE-IIIf-  BEAM-Grade 5

3.1 Circuits a simple DC circuit and the propose an unusual tool or make a bulb light up: 6 –Unit 5-
3.2 Electromagnets relationship between electricity device using electromagnet Energy(Electro
7. determine the effects of changing
and magnetism in electromagnets that is useful for home school S5FE- Magnets-
the number or type of
or community IIIg-7 Learning Guide
components in a circuit:
Powered
8. infer that electricity can be used S5FE- Attraction)
to produce magnets: IIIh-8
9. design an experiment to
determine the factors that affect S5FE-IIIi-
the strength of the j-9
electromagnet.
1. Processes that Shape The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM – Grade
Earth’s Surface understanding of… to… 4-Unit 7 –
Earth(Learning
1.1 Weathering and Soil weathering and soil erosion participate in projects that 1. describe how rocks turn into soil: S5FE-IVa- Guide Soil
Erosion shape the Earth’s surface and reduce soil erosion in the 1 Erosion)
affect living things and the community  Learning Guide
environment in Science and
Health: Rocks
Around us
2. investigate extent of soil erosion  Learning Guide
in the community and its effects S5FE-IVb- in Science and
on living things and the 2 Health: Causes
environment: and Effect of
Soil Erosion
 Learning Guide
in Science and
Health: Let’s
Prevent Soil
3. communicate the data Erosion
S5FE-IVc-
collected the investigation on  Beam –Grade
3
soil erosion 4-Unit 7-Earth
(DLP-Science 4
DLP 51-52)

STANDARDS MATERIALS
2. Weather Disturbances weather disturbances and their prepares individual emergency 4. observe the changes in the
S5FE-IVd-
2.1 Types of weather effects on the environment. kit. weather before, during and after
4
disturbances: a typhoon:
2.2 Effects of weather 5. describe the effects of a typhoon
S5FE-IVe-
disturbances on living in the community:
5
things and the
environment. 6. describe the effects of the winds,
S5FE-IVf-
given a certain storm warning
6
signal.
3. The Moon the phases of the Moon and the debug local myths and folklore 7. infer the pattern in the changes in
3.1 Phases of the Moon beliefs and practices associated about the Moon and the Stars the appearance of the Moon:
3.2 Beliefs and practices with it by presenting pieces of
evidence to convince the S5FE-IVg-
community folks h-7
8. relate the cyclical pattern to the
length of a month.
4.The Stars constellations and the information 9. identify star patterns that can be
4.1Patterns of stars derived from their location in the seen at particular times of the S5FE-IVi-
(constellation) sky. year. j-1

GRADE 6
STANDARDS MATERIALS
Grade 6 – Matter
Properties The Learners demonstrate The Learners should be able The Learners should be able to…
1. Mixture and their
Characteristics different types and their prepare beneficial and useful 1. describe the appearance and uses S6MT-Ia-
characteristics mixtures such as drinks, food, uniform and non-uniform c-1
1.1 Homogenous and and herbal medicines. mixtures.
Heterogeneous
mixtures
2. Separating Mixtures different techniques to separate separate desired materials 2. enumerate techniques in
mixtures from common and local separating mixtures such as
S6MT-Id-
products. decantation, evaporation,
f-2
filtering, sieving and using
magnet:
3. tell the benefits of separating
S6MT-Ig-
mixtures from products in
j-3
community.
I. Parts and Functions The Learners demonstrate The Learners should be able The Learners should be able to…  BEAM – Grade
understanding of… to… 4- Unit 1-
1.Human Body Systems Human(Skeleta
1.1 Musculo=skeletal l – Learning)
1.2 Integumentary how the major organs of the make a chart showing 1. explain how the organs of each S6LT-IIa-  BEAM – Grade
System human body work together to healthful habits that promote organ system work together: b-1 4 Unit 1 –
1.3 Digestive System form organ systems proper functioning of the Human
1.4 Respiratory System musculo=skeletal, Muscular –
1.5 Circulatory System integumentary, digestive, DLP 5
1.6 Nervous System circulatory, excretory,  Learning Guide

STANDARDS MATERIALS
respiratory, and nervous in Science and

systems. Health: The
Kidneys and
the Bladder
 Learning Guide
in Science and
2. explain how the different organ S6LT-IIc-
Health: The
systems work together. d-2
Circulatory
System
 Learning Guide
in Science and
Health: Bones
in the Body
2.Animal
 Learning Guide
1. make an inventory of in Science:
2.1Vertebrates and the different characteristics of vertebrates and Two Major
Invertebrates vertebrates and invertebrates. invertebrates that are Groups of
3. determine the distinguishing
commonly seen in the S6MT-IIe- Animals
characteristics of vertebrates
community: f-3  Learning Guide
and invertebrates.
in Science and
2. practice ways of caring Health: Group
and protecting animals. of
Invertebrates
3.Plants  how non-flowering plants
1. make a multimedia
3.1Reproduction of reproduce
presentation on how parts
Non-flowering plants
of the reproductive system
of spore-bearing and
4. distinguish how spore-bearing
cone-bearing plants S6MT-IIg-
and cone-bearing plants
ensure their survival h-4
reproduce.
2. make a flyer on how plants
can be propagated
vegetatively.

STANDARDS MATERIALS
II. Ecosystems 5. discuss the interactions among  Learning Guide

living things and non-living things S6MT-IIi- Science and
1.Interactions Among the interactions for survival form discussion groups to in tropical rainforests, coral reefs j-5 Health: There
Living Things among living and non-living tackle issues involving and mangrove swamps: is no Place Like
things that take place in tropical protection and conservation Home
2.Tropical rainforests 6. explain the need to protect and
rainforests, coral reefs and of ecosystems that serve as
2.1Coral reefs conserve tropical rainforests, S6MT-IIk-
mangrove swamps. nurseries, breeding places,
2.2 Mangrove swamps coral reefs and mangrove l-6
and habitats for economically
swamps
important plants and animals.
Grade 6 – Force, Motion and Energy
I. Gravitation and Frictional The Learners demonstrate The Learners should be able
The Learners…
Forces understanding of… to…
S6FE-
1. infer how friction and gravity
gravity and friction affect produce an advertisement IIIa-b-1
affect movements of different
1.Gravity and Friction movement of objects demonstrates road safety.
objects.
2.Energy  Learning Guide
how energy is transformed in create a marketing strategy for 2. demonstrate how sound, heat,
S6FE-IIIc- in Science and
2.1Energy transformation in simple machines a new product on electrical or light and electricity can be
d-2 Health: Safety
simple machines light efficiency. transformed:
with Machines
3. manipulate simple machines to
S6FE-
describe their characteristics and
IIIe-f-1
uses:
4. demonstrate the practical and safe S6FE-
uses of simple machines. IIIa-1
1. Forces that affect The Learners demonstrate The Learners should … The Learners…
changes on the earth’s understanding of…  Learning Guide
surface 1. describe the changes on the S6ES-IVa- in Science and
the effects of earthquakes and design an emergency and Earth’s surface as a result of 1 Health: Active
1.1 Earthquakes volcanic eruptions: preparedness plan and kit. earthquakes and volcanic or Inactive
1.2 Volcanic Eruption eruptions:

STANDARDS MATERIALS
2. enumerate what to do before,

S6ES-IVb-
during and after earthquake and
2
volcanic eruptions
2.Weather Patterns in the weather patterns and seasons in
3. describe the different seasons in S6ES-IVc-
Philippines the Philippines:
the Philippines: 3
2.1Weather patterns
and Seasons in the
Philippines. 4. discuss appropriate activities for S6ES-IVd-
specific seasons of the Philippines. 4
3.Motions of the Earth  BEAM – Grade

3.1Rotation and of the earth’s rotation and 5. demonstrate rotation and 4 – Unit 9 –
revolution revolution: revolution of the Earth using a S6ES-IVe- Earth, Moon
globe to explain day and night f-5 and Sun (DLP
and the occurrence of seasons: – Science 4
DLP 60)
4.The Solar System characteristics of planets in the  BEAM-Grade 4
4.1Planets solar system. – Unit 9 –
6. compare the planets of the solar Earth, Moon
S6ES-IVg-
system: and Sun
h-6
 (DLP – Science
4 – DLP59)
 BEAM –Grade 4
7. construct models of the solar Unit 9 – Earth,
S6ES-IVi-
based on their relative sizes and Moon and Sun
j-7
distance from the sun. (DLP –Science
4 DLP 60)

GRADE 7
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 7 – Matter
Doing Scientific The The Learners shall be The Learners…
Investigations Learnersdemonstrate an able to:
understanding of:
1. Ways of acquiring
knowledge and solving scientific ways of perform in groups in 1. describe the components of a
S7MT-Ia-1
problems acquiring knowledge and guided investigations scientific investigation
solving problems involving community-
based problems using
locally available
materials
some important prepare different 2. investigate properties of unsaturated

S7MT-Ic-2
2. Diversity of Materials in the properties of solutions concentrations of or saturated solutions
Environment mixtures according to
uses and availability of 3. express concentrations of solutions
2.1 Solutions materials quantitatively by preparing different
S7MT-Id-3
concentrations of mixtures according
to uses and availability of materials
investigate the
the properties of properties of mixtures of
4. distinguish mixtures from
2.2 Substances and Mixtures substances that varying concentrations
substances based on a set of S7MT-Ie-f-4
distinguish them from using available materials
properties
mixtures in the community for
specific purposes
make a chart, poster,
or multimedia
2.3 Elements and 5. recognize that substances are
classifying substances as presentation of
Compounds classified into elements and S7MT-Ig-h-5
elements or compounds common elements
compounds
showing their names,
symbols, and uses
properly interpret
the common properties
2.4 Acids and Bases product labels of acidic 6. investigate properties of acidic and
of acidic and basic S7MT-Ii-6
and basic mixture, and basic mixtures using natural indicators
mixtures
practice safe ways of

handling acids and

bases using protective
clothing and safety gear
7. describe some properties of metals
properties of metals and
2.5 Metals and Non-metals and non-metals such as luster, S7MT-Ij-7
nonmetals
malleability, ductility, and conductivity
I. Parts and Functions The Learners The Learners shall be  BEAM: Tools used
demonstrate an able to: 1. Identify parts of the microscope in the
understanding of: S7LT-IIa-1 Development of
and their functions
Biology &
1. Microscopy the parts and functions employ appropriate Biotechnology
of the compound techniques using the Tools in Biology
microscope compound microscope 2. focus specimens using the
S7LT-IIb-2
to gather data about compound microscope
very small objects
2. Levels of Biological the different levels of
Organization biological organization 3. describe the different levels of
biological organization from cell S7LT-IIc-3
to biosphere
3. Animal and Plant Cells the difference between  BEAM: The Basic
animal and plant cells 4. differentiate plant and animal Unit of Life
cells according to presence or S7LT-IId-4
absence of certain organelles
5. explain why the cell is considered

the basic structural and S7LT-IIe-5
functional unit of all organisms
4. Fungi, Protists, and organisms that can only

Bacteria be seen through the
6. identify beneficial and harmful
microscope, many of S7LT-IIf-6
microorganisms
which consist of only
one cell


7. differentiate asexual from sexual

II. Heredity: Inheritance and reproduction being both reproduction in terms of:
Variation asexual or sexual 7. 1 number of individuals involved S7LT-IIg-7
7. 2 similarities of offspring to
1. Asexual reproduction parents
2. Sexual reproduction 8. describe the process of
S7LT-IIg-8
fertilization
9. differentiate biotic from abiotic
II. Ecosystems S7LT-IIh-9
components of an ecosystem
10. describe the different ecological
1. Components of an organisms interacting conduct a collaborative relationships found in an S7LT-IIh-10
ecosystem with each other and action to preserve the ecosystem
2. Ecological relationships with their environment ecosystem in the locality 11. predict the effect of changes in
2.1 Symbiotic relationships to survive one population on other S7LT-IIi-11
2.2 Non symbiotic populations in the ecosystem
relationships
3. Transfer of energy 12. predict the effect of changes in
S7LT-IIj-12
through trophic levels abiotic factors on the ecosystem
Grade 7 – Force, Motion and, Energy

I. Motion in One Dimension The Learners The Learners shall be The Learners…
demonstrate an able to:
1. Descriptors of Motion understanding of: 1. describe the motion of an object in S7FE-IIIa-1
1.1 Distance or terms of distance or displacement,
Displacement motion in one conduct a forum on speed or velocity, and acceleration
1.2 Speed or Velocity dimension mitigation and disaster
1.3 Acceleration risk reduction
2. differentiate quantities in terms of
S7FE-IIIa-2
2. Motion Detectors magnitude and direction
3. create and interpret visual

representation of the motion of
S7FE-IIIb-3
objects such as tape charts and
motion graphs


II. Waves
S7LT-IIIc-4
waves as a carriers of 4. infer that waves carry energy
1. Types of Waves energy
2. Characteristics of Waves 5. differentiate transverse from
2.1 Amplitude longitudinal waves, and
2.2 Wavelength S7LT-IIIc-5
mechanical from electromagnetic
3. Wave Velocity waves
6. relate the characteristics of waves S7LT-IIId-6
III. Sound 7. describe the characteristics of

the characteristics of sound using the concepts of
S7LT-IIId-7
1. Characteristics of sound sound wavelength, velocity, and
1.1.Pitch amplitude
1.2 Loudness 8. explain sound production in the
1.3 Quality human voice box, and how
pitch, loudness, and quality of S7LT-IIIe-8
sound vary from one person to
another
9. describe how organisms produce,
transmit, and receive sound of
S7LT-IIIe-9
various frequencies (infrasonic,
audible, and ultrasonic sound)
IV. Light the characteristics of suggest proper lighting 10. relate characteristics of light
1. Characteristics of Light light in various activities such as color and intensity to S7LT-IIIf-10
1.1 Intensity or frequency and wavelength
Brightness
1.2 Color
11. infer that light travels in a
S7LT-IIIg-11
straight line
V. Heat
1. Heat Transfer how heat is transferred
S7LT-IIIh-i-
1.1 Conduction 12. infer the conditions necessary
12
1.2 Convection for heat transfer to occur
1.3 Radiation


VI. Electricity 13. describe the different types of

1. Charges charges and the S7LT-IIIj-13
charging processes
2. Charging processes different charging
processes 14. explain the importance of
S7LT-IIIj-14
earthing or grounding
1.The Philippine Environment The Learners The Learners shall be The Learners…
demonstrate an able to:
1.1 Location of the Philippines understanding of: 1. demonstrate how places on Earth may S7ES-IVa-1
using a coordinate system analyze the advantage be located using a coordinate system
1.2. Location of the Philippines the relation of of the location of the
with respect to geographical location of Philippines in relation 2. relate the location of the Philippines
landmasses and bodies of the Philippines to its to the climate, with respect to the continents and S7ES-IVa-2
water environment weather, and seasons oceans of the world
1.3. Protection and 3. recognize that soil, water, rocks, coal,
conservation of natural and other fossil fuels are Earth’s S7ES-IVb-3
resources material resources
4. describe ways of using Earth's
resources sustainably S7ES-IVb-4
2.Interactions in the the different 5. discuss how energy from the Sun
Atmosphere phenomena that enters the atmosphere S7ES-IVd-5
2.1. Greenhouse effect and occur in the
global warming atmosphere
2.3. Land and sea breezes 6. explain how some human activities
S7ES-IVd-6
2.4. Monsoons affect the atmosphere
2.5. Intertropical convergence 7. account for the occurrence of land
zone and sea breezes, monsoons, and
S7ES-IVe-7
intertropical convergence zone
(ITCZ)
8. describe the effects of certain
S7ES-IVe-8
weather systems in the Philippines


3. Seasons in the Philippines the relationship of the 9. using models, relate:

3.1. Relation of seasons to the seasons and the 9.1 the tilt of the Earth to the length
S7ES-IVe-9
position of the Sun in the position of the Sun in of daytime
sky the sky 9.2 the length of daytime to the
3.2. Causes of seasons in the amount of energy received
Philippines 9.3 the position of the Earth in its
orbit to the height of the Sun in
the sky
9.4 the height of the Sun in the sky
S7ES-IVe-10
to the amount of energy received
9.5 the latitude of an area to the
amount of energy the area
receives
10. show what causes change in the

seasons in the Philippines using S7ES-IVi-11
models
4. Eclipses the occurrence of

4.1. Solar Eclipse eclipses 11. explain how solar and lunar eclipses
S7ES-IVj-12
4.2. Lunar Eclipse occur
12. collect, record, and report data on the

beliefs and practices of the community S7ES-IVj-13
in relation to eclipses

GRADE 8
STANDARDS MATERIALS
Grade 8 – Force, Motion, and Energy

The Learners demonstrate The Learners shall be able The Learners…
1. Laws of Motion an understanding of: to:
1.1 Law of Inertia 1. investigate the relationship
1.2 Law of Acceleration Newton’s three laws of develop a written plan between the amount of
S8FE-Ia-15
1.3 Law of Interaction motion and uniform circular and implement a force applied and the mass
motion “Newton’s Olympics” of the object to the amount
of change in the object’s
motion
2. infer that when a body
exerts a force on another,
S8FE-Ia-16
an equal amount of force is
exerted back on it
3. demonstrate how a body
responds to changes in S8FE-Ib-17
motion
4. relate the laws of motion to
bodies in uniform circular S8FE-Ib-18
motion
5. infer that circular motion
requires the application of
constant force directed S8FE-Ib-19
toward the center of the
circle
2. Work Power and Energy work using constant force, 6. identify situations in which
power, gravitational work is done and in which S8FE-Ic-20
potential energy, kinetic no work is done
energy, and elastic 7. describe how work is related
potential energy S8FE-Ic-21
to power and energy
8. differentiate potential and
S8FE-Id-22
kinetic energy
9. relate speed and position of
object to the amount of S8FE-Id-23
energy possessed by a body
STANDARDS MATERIALS
3. Sound 10. infer how the movement of

particles of an object
S8FE-Ie-24
the propagation of sound affects the speed of sound
through solid, liquid, and through it
gas
11. investigates the effect of
temperature to speed of S8FE-Ie-25
sound through fair testing
4. Light some properties and discuss phenomena such 12. demonstrate the existence
characteristics of visible as blue sky, rainbow, and of the color components of
light red sunset using the S8FE-If-26
visible light using a prism
concept of wavelength or diffraction grating
and frequency of visible 13. explain the hierarchy of
light S8FE-If-27
colors in relation to energy
14. explain that red is the least
bent and violet the most
bent according to their S8FE-If-28
wavelengths or
frequencies
5. Heat heat and temperature, and 15. differentiate between heat
the effects of heat on the and temperature at the S8FE-Ig-29
body molecular level
6. Electricity current- voltage-resistance 16. infer the relationship
relationship, electric power, between current and S8FE-Ih-30
electric energy, and home charge
circuitry 17. explain the advantages
and disadvantages of
S8FE-li-31
series and parallel
connections in homes
18. differentiate electrical
power and electrical S9FE-li-32
energy
19. explain the functions of
circuit breakers, fuses,
earthing, double insulation, S8FE-li-33
and other safety devices in
the home
STANDARDS MATERIALS

SECOND QUARTER/ SECOND GRADING PERIOD
1. Earthquakes and Faults an understanding of: to:
1. using models or
1.1 Active and inactive faults the relationship between 1. participate in decision illustrations, explain S8ES-IIa-14
1.2 How movements along faults faults and earthquakes making on where to how movements along
generate earthquakes build structures based faults generate
1.3 How earthquakes generate on knowledge of the earthquakes
tsunamis location of active faults 2. differentiate the
1.4 Earthquake focus and epicenter in the community 2.1 epicenter of an
1.5 Earthquake intensity and earthquake from its
magnitude 2. make an emergency focus
1.6 Earthquake preparedness plan and prepare an 2.2 intensity of an S8ES-IIa-15
1.7 How earthquake waves provide emergency kit for use earthquake from its
information about the interior of at home and in school magnitude
the Earth 2.3 active and inactive
faults
3. demonstrate how
underwater earthquakes S8ES-IIb-16
generate tsunamis
4. explain how earthquake
waves provide
S8ES-IIc-17
information about the
interior of the earth
2. Understanding Typhoons the formation of typhoons 1. demonstrate 5. explain how typhoons
S8ES-IId-18
2.1 How typhoons develop and their movement within precautionary develop
2.2 Why the Philippines is prone to the PAR measures before,
typhoons during, and after a
2.3 How landforms and bodies of typhoon, including
water affect typhoons within the following advisories,
6. infer why the Philippines
Philippine Area of Responsibility storm signals, and calls S8ES-IId-19
is prone to typhoons
(PAR) for evacuation given by
government agencies
in charge

STANDARDS MATERIALS
2. participate in activities 7. explain how landforms

that lessen the risks and bodies of water S8ES-IIe-20
brought by typhoons affect typhoons
8. trace the path of
typhoons that enter the
S8ES-IIf-21
PAR using a map and
tracking data
3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast
System meteors, and asteroids beliefs and practices comets, meteors, and S8ES-IIg-22
3.1 Comets about comets and asteroids
3.2 Meteors meteors have scientific 10. predict the appearance
3.3 Asteroids basis of comets based on
recorded data of S8ES-IIh-23
previous appearances
11. explain the regular
occurrence of meteor S8ES-IIi-j-24
showers
Grade 8 – Matter
an understanding of: to:
1. The Particle Nature of Matter 1. explain the properties of S8MT-IIIa-
the particle nature of present how water solids, liquids, and gases b-8
1.1 Elements, Compounds, and matter as basis for behaves in its different based on the particle nature
Mixtures explaining properties, states within the water of matter
1.2 Atoms and Molecules physical changes, and cycle
structure of substances and 2. explain physical changes in
mixtures terms of the arrangement S8MT-IIIc-
and motion of atoms and d-9
molecules
2. Atomic Structure
3. determine the number of
the identity of a substance
protons, neutrons, and S8MT-IIIe-f-
2.1 Protons according to its atomic
electrons in a particular 10
2.2 Neutrons structure
atom
2.3 Electrons

STANDARDS MATERIALS
3. Periodic Table (PT) of Elements the periodic table of 4. trace the development of the
elements as an organizing periodic table from
3.1 Development of the PT tool to determine the S8MT-IIIg-
observations based on
3.2 Arrangement of elements chemical properties of h-11
similarities in properties of
3.3 Reactive and nonreactive metals elements elements
5. use the periodic table to
S8MT-IIIi-j-
predict the chemical
12
behaviour of an element
FOURTH QUARTER/ FOURTH GRADING PERIOD
1. Structures and Functions: Focus The Learners demonstrate The Learners shall be able The Learners…
on the Digestive System an understanding of: to:
1.1 Organs of the digestive 1. the digestive system and present an analysis of the 1. explain ingestion, S8LT-IVa-13
system and their interaction its interaction with the data gathered on diseases absorption, assimilation, and
with organs of the circulatory, respiratory, resulting from nutrient excretion
respiratory, circulatory, and and excretory systems in deficiency
excretory systems providing the body with
nutrients for energy
1.2 Changes in food as it 2. explain how diseases of the
undergoes physical and 2. diseases that result from digestive system are
S8LT-IVb-14
chemical digestion nutrient deficiency and prevented, detected, and
ingestion of harmful treated
1.3 Diseases resulting from substances, and their
nutrient deficiency and prevention and
ingestion of harmful treatment
substances
3. identify healthful practices
1.4 Prevention, detection, and that affect the digestive S8LT-IVc-15
treatment of diseases of the system
digestive system
2. Heredity: Inheritance and 1. cells are dividing to report on the importance  BEAM: Cell
Variation of Traits produce new cells of variation in plant and 4. compare mitosis and Growth &
animal breeding meiosis, and their role in the S8LT-IVd-16 Reproduction
cell-division cycle
2. meiosis as one of the

STANDARDS MATERIALS
processes producing  BEAM: Link to

2.1 Stages of mitosis genetic variations of the 5. explain the significance of your Past
Mendelian Pattern of meiosis in maintaining the S8LT-IVe-17
2.2 Stages of meiosis Inheritance chromosome number
6. predict phenotypic
2.3 Mendelian Genetics
expressions of traits
S8LT-IVf-18
following simple patterns of
inheritance
3. Biodiversity report (e.g., through a
the concept of a travelogue) on the 7. explain the concept of a
S8LT-IVg-19
3.1 Species diversity species activities that species
3.2 Hierarchical taxonomic the species as being communities engage in to 8. classify organisms using the
system of classification further classified into a protect and conserve hierarchical taxonomic S8LT-IVh-20
3.3 Protection and conservation hierarchical taxonomic endangered and system
of endangered and system economically important
economically important species 9. explain the advantage of
species high biodiversity in
S8LT-IVh-21
maintaining the stability of
an ecosystem
4. Ecosystems 10. describe the transfer of
4.1 Transfer of Energy in Trophic the one-way flow of energy make a poster comparing energy through the trophic S8LT-IVi-22
Levels and the cycling of materials food choices based on the levels
4.2 Cycling of materials in the in an ecosystem trophic levels
ecosystem
4.2.1Water cycle 11. analyze the roles of
4.2.2Oxygen-carbon cycle organisms in the cycling of S8LT-IVi-23
4.2.3Nitrogen cycle materials
4.3 Impact of human activities in
an ecosystem 12. explain how materials cycle
S8LT-IVi-24
in an ecosystem
13.suggest ways to minimize

human impact on the S8LT-IVj-25
environment

GRADE 9
STANDARDS MATERIALS

FIRST QUARTER/ FIRST GRADING PERIOD
1. Respiratory and Circulatory The Learners demonstrate The Learners shall be able  BEAM: Second
Systems Working with the other an understanding of: to: The Learners… Year – Biology
Organ Systems Organ System -
1. how the different conduct an information 1. explain how the respiratory Circulatory
structures of the dissemination activity on and circulatory systems work System
circulatory and effective ways of taking together to transport S9LT-la-b-26  EASEBiology
respiratory systems work care of the respiratory nutrients, gases, and other M11 Energy
together to transport and circulatory systems molecules to and from the Producing &
oxygen-rich blood and based on data gathered different parts of the body Distributing
nutrients to the different from the school or local Systems
parts of the body health workers Lessons 2 & 3
2. infer how one’s lifestyle can  APEXBiology
2. the prevention, affect the functioning of Unit IV The
detection, and treatment respiratory and circulatory Organ Systems
of diseases affecting the systems S9LT-lc-27 Lessons 11 &
circulatory and 12
respiratory systems
2. Heredity: Inheritance and  BEAM: Second
Variation 1. how genetic information Year – Your
is organized in genes on Genetic Book of
3. describe the location of genes
2.1 Location of genes on chromosomes S9LT-Id-28 Life
in chromosomes
chromosomes 2. the fact that traits of  APEXUnit 6
2.2 Non-Mendelian inheritance organisms are inherited Genetics Lesson
2.2.1 Incomplete dominance through different 3 The Structure
2.2.2 Sex-linked traits patterns of DNA
2.2.3 Multiple alleles  EASE Biology
2.3 Multiple genes Module14
4. explain the different patterns Lesson 3
S9LT-Id-29
of non-Mendelian inheritance

STANDARDS MATERIALS
3. Biodiversity and Evolution how changes in the make a multimedia

5. relate species extinction to
environment may affect presentation of a timeline
the failure of populations of
3.1 Causes of Species Extinction species extinction of extinction of S9LT-Ie-f-30
organisms to adapt to abrupt
3.1.1 natural representative
changes in the environment
3.1.2 anthropogenic microorganisms, plants,
and animals
4. Ecosystems 1. the structure and design and conduct an  BEAMLearning
function of plant parts investigation to provide Guide Biology
4.1 Flow of Energy and Matter in and organelles involved evidence that plants can Food for Life
Ecosystems in photosynthesis manufacture their own  BEAMLearning
food Guide Biology
4.1.1 Photosynthesis 2. the structure and 6. differentiate basic features Creating Energy
4.1.2 Respiration function of and importance of for Life
mitochondrion as the photosynthesis and S9LT-lg-j-31  EASEBiology
main organelle involved respiration Module 4
in respiration Photosynthesis
 EASE Biology
Module 5 Cellular
Respiration
 APEXBiology Unit
3 Life Energy
Grade 9 – Matter
The Learners demonstrate The Learners shall be able The Learners…  EASEChemistry
an understanding of… to: Module 14 The
1. Chemical Bonding 1. explain the formation of ionic Chemical Bonds
S9MT-IIa-13
1.1 Ionic and Covalent Bonding 1. how atoms combine and covalent bonds Lesson 1
with other atoms by  BEAMYear 3
1.2 Metallic Bonding transferring or by 2. recognize different types of Module 3 Metallic
sharing electrons compounds (ionic or covalent) Link
based on their properties such S9MT-IIb-14  EASEChemistry
2. forces that hold as melting point, hardness, Module 14 The
metals together polarity, and electrical and Chemical Bonds
thermal conductivity Lesson 1

STANDARDS MATERIALS
3. explain properties of metals in S9MT-IIc-d-

terms of their structure 15
S9MT-IIe-f-
4. explain how ions are formed
16
2. The Variety of Carbon the type of bonds that 5. explain how the structure of
Compounds carbon forms that result in the carbon atom affects the S9MT-IIg-17
the diversity of carbon type of bonds it forms
2.1 Carbon Atoms compounds
6. recognize the general classes
2.2 Organic Compounds
and uses of organic S9MT-IIh-18
compounds
3. Mole Concept 7. use the mole concept to  EASEChemistry
the unit, mole, that analyze the percentage S9MT-IIi-19 Module 16
express mass of substances
3.1 Mass quantitatively measures the composition of different Stoichiometry
3.2 Moles number of very small brands of two food 8. determine the percentage
3.3 Percentage Composition of a particles of matter products and decide on composition of a compound
S9MT-IIj-20
Compound the products’ appropriate given its chemical formula
percentage composition and vice versa
The Learners demonstrate The Learners shall be able The Learners…  EASEIntegrate
1.Volcanoes an understanding of: to: S9ES -IIIa- d Science I
1. describe the different types 25 Module 12
1.1 Type of volcanoes volcanoes found in the of volcanoes Inside the Solid
1.2 Volcanic Eruption Philippines Earth
1.3 Energy from volcanoes 2. differentiate between active S9ES -IIIa-
and inactive volcanoes 27
3. explain what happens when S9ES -IIIb-

volcanoes erupt 28
4. illustrate how energy from

S9ES –IIIc-d-
volcanoes may be tapped for
29
human use

STANDARDS MATERIALS
2.Climate factors that affect climate, participate in activities

and the effects of changing that reduce risks and 5. explain how different factors
2.1 Factors that affect climate climate and how to adapt lessen effects of climate S9ES-IIIe-30
affect the climate of an area
2.2 Global climate phenomenon accordingly change
6. describe certain climatic

phenomena that occur on a S9ES-IIIf-31
global level
3. Constellations the relationship between the discuss whether or not  EASEIntegrated

3.1 Characteristics of stars visible constellations in the popular beliefs and Science 1 Module
3.2 Arrangement of stars in a group sky and Earth’s position practices with regard to 7. infer the characteristics of 18
3.3 Changing position of along its orbit constellations and stars based on the S9ES-IIIg-32
constellations during the night astrology have scientific characteristics of the Sun
and at different times of the year basis
3.4 Beliefs and practices about
constellations and astrology
8. infer that the arrangement of
stars in a group
S9ES-IIIh-33
(constellation) does not
change
9. observe that the position of a

constellation changes in the S9ES-IIIi-34
course of a night
10. show which constellations

may be observed at different
S9ES-IIIj-35
times of the year using
models

STANDARDS MATERIALS
Grade 9 – Force, Motion, and Energy

The Learners demonstrate The Learners shall be able The Learners…  APEX Physics
Motion in Two Dimensions an understanding of: to: Unit 3 Chapter
1 LP 4 Falling
1. Projectile Motion projectile motion, impulse propose ways to enhance 1. describe the horizontal and S9FE-IVa-34 Bodies
1.2.Impulse, Momentum and and momentum, and sports related to projectile vertical motions of a projectile  BEAMLearning
Impulse conservation of linear motion 2. investigate the relationship Guide Physics-
1.3.Conservation of Linear momentum between the angle of release 4th Year Energy
Momentum S9FE-IVa-35 in
and the height and range of
the projectile Transportation
3. relate impulse and momentum Put It into
S9FE-IVb-36 Motion
to collision of objects
(e.g.,vehicular collision)  APEXPhysics
Unit 3 Chapter
4. infer that the total momentum 1 LP 10
before and after collision is S9FE-IVb-37
Momentum
equal
5. examine effects and predict
S9FE-IVc-38
causes of collision-related
damages/injuries
6. explain energy
2. Work Power and Energy conservation of mechanical create a device that transformation in various  APEXPhysics
energy shows conservation of activities/events (e.g., S9FE-IVc-39 Unit 3 Chapter
2.1 Changes in form of mechanical mechanical energy waterfalls, archery, 1 LP 12 Law of
energy amusement rides) Conservation of
2.2 Conservation of energy Energy
7. perform activities to
demonstrate conservation of S9FE-IVd-40
mechanical energy
8. infer that the total

mechanical energy remains S9FE-IVe-41
the same during any process

STANDARDS MATERIALS
3. Heat, Work, and Efficiency the relationship among analyze how power plants  APEXPhysics
heat, work, and efficiency generate and transmit 9. construct a model to S9FE-IVe-42 Unit 3 Chapter
electrical energy demonstrate that heat can do 2 LP 1 Heat
work Engines
 BEAM Learning
10. infer that heat transfer can Guide 4th Year
be used to do work, and that Physics Force,
S9FE-IVf-43
work involves the release of Power, Work
heat and Energy
Mode Swing
11. explain why machines are
S9FE-IVf-44
never 100-percent efficient
12. explain how heat transfer

and energy transformation
S9FE-IVg-45
make heat engines like
geothermal plants work
4. Electricity and magnetism  BEAMLearning

4.1 Power generation and energy generation, transmission, Guide Year 4
losses and distribution of electrical Science
13. explain how electrical
4.2 Transmission and distribution of energy from power plants S9FE-IVh-j- Electrical
energy is generated,
electrical energy from power (hydroelectric, geothermal, 46 Energy
transmitted, and distributed
plants to homes wind, nuclear) to home Generation,
Transmission
and Use

GRADE 10
STANDARDS MATERIALS

The Learners demonstrate The Learners shall be able The Learners…  APEX Integrated
an understanding of: to: Science LP
1. Plate Tectonics (UNIT 5-
1.1 Location the relationship among the 1. demonstrate ways to Changes in the
1.1.1 volcanoes locations of volcanoes, ensure disaster Environment)
1.1.2 earthquake epicenters earthquake epicenters, and preparedness during
1.1.3 mountain ranges mountain ranges earthquakes, tsunamis, 1. explain the presence of active S9ES –Ia-j-
1.2 Plate boundaries and volcanic eruptions volcanoes, earthquake 36
1.3 Processes and landforms along epicenters, and mountain
plate boundaries 2. suggest ways by which ranges along plate
1.4 Internal structure of the Earth he/she can contribute boundaries
1.5 Mechanism (possible causes of to government efforts
movement) in reducing damage due
1.6 Evidence of plate movement to earthquakes,
tsunamis, and volcanic
eruptions
Grade 10 – Force, Motion and, Energy
The Learners demonstrate The Learners shall The Learners…  APEXPhysics LP
an understanding of: be able to: Unit 4 Chapter
1. compare the relative S10FE-IIa-b- 3: Lesson 3.3-
1. Electromagnetic Spectrum the different regions of the wavelengths of different 47 3.9
electromagnetic spectrum forms of electromagnetic Electromagnetic
waves Waves
2. cite examples of practical
applications of the different
S10FE-IIc-d-
regions of EM waves, such
48
as the use of radio waves in
telecommunications
3. explain the effects of EM
S10FE-IIe-f-
radiation on living things and
49
the environment
STANDARDS MATERIALS
2. Light  APEX Physics LP

the images formed by the 4. predict the qualitative Unit I Chapter 1
2.1 Reflection of Light in Mirrors different types of mirrors characteristics (orientation, Lessons 2-8
2.2 Refraction of Light in Lenses and lenses type, and magnification) of S10FE-IIg- Plane and Curve
images formed by plane 50 Mirrors
and curved mirrors and
lenses
 APEX Physics LP
Unit I Chapter 1
5. apply ray diagramming Lessons 11-13
techniques in describing the S10FE-IIg- Image
characteristics and positions 51 Formation &
of images formed by lenses Locating
Images in
Lenses
6. identify ways in which the  APEXPhysics LP
properties of mirrors and Unit I Chapter 1
S10FE-IIh-
lenses determine their use in Lesson 1 Optical
52
optical instruments (e.g., Instruments
cameras and binoculars)
3. Electricity and Magnetism 7. demonstrate the generation  APEX Physics LP
the relationship between of electricity by movement S10FE-IIi-53 Unit 2 Chapter
3.1 Electromagnetic effects electricity and magnetism in of a magnet through a coil 2
electric motors and Electromagnetic
8. explain the operation of a
generators Energy
simple electric motor and S10FE-IIj-54
generator
The Learners demonstrate The Learners shall be able The Learners…  APEX Biology
an understanding of: to: Unit 5 Life
S10LT-IIIa-
1. Coordinated Functions of the 1. describe the parts of the Reproduction
33
Reproductive, Endocrine, and 1. organisms as having reproductive system and Lessons 5-8
Nervous Systems feedback mechanisms, their functions

STANDARDS MATERIALS
which are coordinated 2. explain the role of hormones Male and

by the nervous and involved in the female and S10LT-IIIb- Reproduction
endocrine systems male reproductive systems 34 and Fertility
 APEXBiology
2. these feedback Unit 4 The
3. describe the feedback
mechanisms as helping Organ Systems
mechanisms involved in
the organism maintain S10LT-IIIc- Lessons 14&15
regulating processes in the
homeostasis to 35 Endocrine &
female reproductive system
reproduce and survive Nervous
(e.g., menstrual cycle)
Systems
4. describe how the nervous
system coordinates and S10LT-IIIc-
regulates these feedback 36
mechanisms to maintain
homeostasis
2. Heredity: Inheritance and 1. the information stored in  APEX Biology
Variation DNA as being used to Unit 6 Anatomy
make proteins 5. explain how protein is made S10LT-IIId- of Genes
using information from DNA 37 Lessons 1-5
2. how changes in a DNA Heredity and
molecule may cause Genetics
changes in its product 6. explain how mutations may
cause changes inthe S10LT-IIIe-
3. mutations that occur in structure and function of a 38
sex cells as being protein
heritable.
 APEXBiology
7. explain how fossil records,
3. Biodiversity and Evolution how evolution through Unit 7 Evolution
comparative anatomy, and S10LT-IIIf-
natural selection can result Lessons 1-4
genetic information provide 39
in biodiversity
evidence for evolution
8. explain the occurrence of S10LT-IIIg-

evolution 40

STANDARDS MATERIALS
4. Ecosystems 9. explain how species

4.1 Flow of Energy and Matter in 1. the influence of diversity increases the
Ecosystems biodiversity on the S10LT-IIIh-
probability of adaptation
4.2 Biodiversity and Stability stability of ecosystems 41
and survival of organisms in
4.3 Population Growth and changing environments
Carrying Capacity 2. an ecosystem as being
10. explain the relationship
capable of supporting a
between population S10LT-IIIi-
limited number of
growth and carrying 42
organisms
capacity
11. suggest ways to minimize S10LT-IIIj-
human impact on the 43
environment
Grade 10 – Matter
1. Gas Laws The Learners demonstrate The Learners shall be able The Learners…  APEXChemistry
an understanding of… to: Unit 2 Chapter 3:
1. investigate the relationship Gases: The
1.1 Kinetic Molecular Theory how gases behave based between: Fastest-Moving
1.2 Volume, pressure, and on the motion and relative 1.1 volume and pressure at Particles
temperature relationship distances between gas constant temperature of
S10MT-IVa-
1.3 Ideal gas law particles a gas
b-21
1.2 volume and temperature
at constant pressure of a
gas
1.3 explains these
relationships using the
kinetic molecular theory
2. Biomolecules the structure of
biomolecules, which are
2.1 Elements present in biomolecules made up mostly of a limited 2. recognize the major
2.2 Carbohydrates, lipids, proteins, number of elements, such categories of biomolecules
S10MT-IVc-
and nucleic acids as carbon, hydrogen, such as carbohydrates,
d-22
2.2.1 Food Labels oxygen, and nitrogen lipids, proteins, and nucleic
acids

STANDARDS MATERIALS
3. Chemical reactions the chemical reactions using any form of media,  APEXChemistry
associated with biological present chemical 3. apply the principles of Unit 4 Chapter 2
S10MT-IVe-
and industrial processes reactions involved in conservation of mass to Lesson 3
g-23
affecting life and the biological and industrial chemical reactions
environment processes affecting life 4. explain how the factors  APEX Chemistry
and the environment affecting rates of chemical Unit 4 Chapter 2
reactions are applied in Lesson 5
food preservation and S10MT-IVh-
materials production, j-24
control of fire, pollution,
and corrosion

GLOSSARY
A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions
Climate change
of years.
Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System.
Earthquake The result of a sudden release of energy in the Earth’s crust that creates seismic waves.
A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air, water and
Ecosystem
mineral soil), interacting as a system.
Electricity In physics, it is one of the basic quantitative properties describing a physical system or an object’s state
Energy The set of physical phenomena associated with the presence and flow of electric charge.
Environment Surroundings.
Force The exertion of physical strength.
The force which opposes the movement of one surface sliding or rolling over another with which it is in contact; the act of
Friction
rubbing the surface of the body.
One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated
Gas
from one another.
Gravity A natural phenomenon by which all physical bodies attract each other.
Heat The condition of being hot; the energy of a material body associated with the random motions of a constituent particles.
Light An electromagnetic radiation that is visible to the human eye.
One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume but
Liquid
no fixed shape.
Living Things Anything that has life; all objects that have self-sustaining processes.
Magnetism A group of physical phenomenon associated with the interaction of a magnetic field with matter.
Matter Anything that has space and mass.
Motion A push or a pull; any movement or change in position.
Natural event An event pertaining to, existing in or produced by nature.
Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other objects
Solar system
that orbit the Sun.
Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of
Solid
matter.
GLOSSARY
The sensation experienced when the brain interprets vibration within the structure of the ear caused by rapid variations of air
Sound
pressure.
Space The distance between two points or objects.
A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas and
Volcanic eruption
ashes.
Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.

Code Book Legend
Sample: S8ES-IId-19
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and

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

Domain/Content/
Uppercase Letter/s
Component/ Topic
Earth and Space ES
Matter MT
-
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week Four d
specific week
-
Infer why the
Arabic Number Competency Philippines is prone to 19
typhoons

Science Curriculum Guide Grades 3-10 December 2013

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Science Curriculum Guide Grades 3-10 December 2013

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Republic of the Philippines

K to 12 Science Curriculum Guide December 2013 Page 2of 65

The Conceptual Framework of Science Education

K to 12 Science Curriculum Guide December 2013 Page 3of 65

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

K–3 4–6 7–10 11-12

At the end of Grade 10, the learners should

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K to 12 Science Curriculum Guide December 2013 Page 5of 65

K to 12 Science Curriculum Guide December 2013 Page 6of 65

K to 12 Science Curriculum Guide December 2013 Page 7of 65

Sequence of Domain/Strands per Quarter

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Grade 3 Grade 4 Grade 5 Grade 6

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Grade 7 Grade 8 Grade 9 Grade 10

PROPERTIES AND STRUCTURE OF MATTER

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K to 12 Science Curriculum Guide December 2013 Page 11of 65

Grade 3 Grade 4 Grade 5 Grade 6

PARTS AND FUNCTION OF ANIMAL AND PLANTS

HEREDITY:INHERITANCE AND VARIATION

BIODIVERSITY AND EVOLUTION

K to 12 Science Curriculum Guide December 2013 Page 12of 65

PARTS AND FUNCTION ANIMAL AND PLANTS

They also learn that dissolved wastes

K to 12 Science Curriculum Guide December 2013 Page 13of 65

ecosystem. This serves as an produced a succession of diverse

K to 12 Science Curriculum Guide December 2013 Page 14of 65

Grade 3 Grade 4 Grade 5 Grade 6

FORCE AND MOTION

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Grade 3 Grade 4 Grade 5 Grade 6

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Grade 7 Grade 8 Grade 9 Grade 10

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1. Matter 1. describe different objects

3. describe ways on the proper

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Grade 3 – Living Things and Their Environment

2.Living Things 3. describe animals in the S3LT-IIc-  BEAM-Grade 3-

K to 12 Science Curriculum Guide December 2013 Page 20of 65

characteristics of living and illustrates the difference

4. Heredity: Inheritance reproduction among humans, make a checklist of certain

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environment clean  There is No

5. enumerate uses of light, S3FE-IIIi-

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Grade 3 – Earth and Space

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7. enumerate safety measures to

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K to 12 Science Curriculum Guide December 2013 Page 25of 65

4. practice habits to maintain S4LT-IIa-

2. Animals 5. infer that body structures

3. Plants 9. identify the specialized  Learning

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11. make a survey of plants There and

12. choose which plants to grow S4LT-IIe-

4. Heredity: Inheritance and

17. conduct investigations to

18. describe the effects of

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