Enhanced Science CG PDF

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide for

SPECIAL SCIENCE PROGRAM
SCIENCE
(Grade 3-10)
August 2017
(Grade 3 to Grade 10)

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 scie ntific 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 -
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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 diff iculty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arou se 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 mea ningful understanding of concepts and its
application to real-life situations.
K to 12 Special Science Program Curriculum Guide August 2017 Page 2 of 218

Learning Materials and equipment technical specifications may be accessed at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
Scientific, Technological and

Environmental Literacy
Developing and
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Demonstrating Scientific
Attitudes and Values
Brain-based
learning
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 3, the At the end of Grade 6, the learners At the end of Grade 10, the learners should At the end of Grade 12, the learners
learners should have acquired should have developed the essential have developed scientific, technological, and should have gained skills in obtaining
healthful habits and skills of scientific inquiry – designing environmental literacy and can make that
scientific and technological information
have developed curiosity about simple investigations, using appropriate would lead to rational choices on issues
self and their environment using procedure, materials and tools to gather confronting them. Having been exposed to from varied sources about global
basic process skills of observing, evidence, observing patterns, scientific investigations related to real life, issues that have impact on the
communicating, comparing, determining relationships, drawing they should recognize that the central feature
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country. They should have acquired

classifying, measuring, inferring conclusions based on evidence, and of an investigation is that if one variable is scientific attitudes that will allow them
and predicting. This curiosity will communicating ideas in varied ways to changed (while controlling all others), the
to innovate and/or create products
help learners value science as make meaning of the observations effect of the change on another variable can
an important tool in helping and/or changes that occur in the be measured. The context of the investigation useful to the community or country.
them continue to explore their environment. The content and skills can be problems at the local or national level They should be able to process
natural and physical learned will be applied to maintain good to allow them to communicate with learners information to get relevant data for a
environment. This should also health, ensure the protection and in other parts of the Philippines or even from problem at hand. In addition, learners
include developing scientific improvement of the environment, and other countries using appropriate technology.
knowledge or concepts. practice safety measures. The learners should demonstrate an should have made plans related to
understanding of science concepts and apply their interests and expertise, with
science inquiry skills in addressing real-world consideration forthe needs of their
problems through scientific investigations. community and the country — to
pursue either employment,
entrepreneurship, or higher education.

GRADE/LEVEL Grade-Level Standards
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, anima ls 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 difference s 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 a re 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.
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At the end of Grade 3, learners can 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 realize that different materials they encounter in everyday life are recognizable by
Grade 3 their properties. These things can be classified as solid, liquid or gas. They can describe how objects move and what makes them move. They
can also identify sources and describe uses of light, sound, thermal energy, and electrical energy.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home , school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
Grade 4 and animals have traits that help them survive in their environment.
Learners can recognize common forces in daily life. They can investigate how different forces can change the shape, size or movement of
objects. They can demonstrate conceptual understanding on how light, thermal energy, and sound travel through various types of materials.
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.
At the end of Grade 5, learners can decide whether materials are safe and useful or potentially harmful by investigating about some of their
properties. They can infer that new materials may form when there are changes in properties due to certain conditions.
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. T hey have
become aware of the importance of estuaries and intertidal zones and help in their preservation.
Grade 5 Learners can describe the motion of an object in terms of its distance covered and time travelled. Learners can explain how d ifferent types of
materials interact with light, heat, and electricity. They can recognize the effects of light, heat, and electricity on people and objects. They can
determine the important components of a simple DC (Direct Current) circuit. They can investigate the relationship between ele ctricity and
magnetism in electromagnets.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparat ion for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be r ecovered
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using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal decoctions.
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 prop agation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can explain how gravity and friction affect the movement of objects. They can recognize that the different forms of energy that have
been previously studied can undergo transformation. They can explain how mechanical energy is transformed in simple machines.
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.

At the end of Grade 7, learners can distinguish mixtures from substances through engaging in scientific inquiry using appropriate laboratory tools
and techniques. They realize the importance of gathering evidence through systematic observation that leads to fair testing. After studying how
organ systems work together in plants and animals in the lower grade levels, learners can use a microscope when observing ver y 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 displacement, speed and velocity, and acceleration; and represent it using
tables, graphs, charts, and equations. They can demonstrate conceptual and mathematical understanding of free fall motion in one direction.
They can describe waves in terms of different parameters. Learners can explain how heat is transferred through various media. They can
describe the different types of charging processes.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain why seasons change,
relate patterns of tides to the positions of the Moon and the Sun with respect to the Earth and demonstrate how eclipses occur.
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on Ne wton’s Laws of motion. They can
differentiate the concepts of work, power, and energy, as used in science and in layman’s language. They can inves tigate the propagation of
sound as well as discuss some properties and characteristics of visible light. They can differentiate between heat and temperature at the
molecular level and investigate the effects of heat on the body. They can explain the relationship among current, voltage, and resistance.
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Learners can recognize the difference between electric power and electric energy and appreciate the importance of electrical safety practices in
home circuitry.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters and ar e affected by
Grade 8
other factors such as landforms, sea surface temperature, wind shear and Coriolis effect.
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that behavior and arrang ement of atoms
explain the properties of different materials. In studying the historical development of the atomic structure, learners realize that any theory or
model can be changed based on new experimental data.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. The y 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 a ctivities that protect
and conserve economically important species used for food.

At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They become aware that a wide variety of useful compounds arise from
such rearrangements. They recognize that when substances combine, they form a new substance with properties different from the original one.
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
Grade 9
only at certain times of the year. They can describe the Milky Way Galaxy and discuss latest discoveries on other objects tha t make it up.
Learners can investigate the motion of objects in two dimensions. They can predict the outcomes of interactions among objects in real life
applying the laws of conservation of mechanical energy and linear momentum. They can explain the relationship between heat and work. They
can explain how electrical energy is generated, transmitted, and distributed from power plants to home. They can also recognize the functions of
the basic electronic components in an integrated circuit.
At the end of Grade 10, learners realize that volcanoes and earthquakes occur in the same places in the world and that these are related to plate
boundaries. They can analyze a simplified Philippine Tectonic Map. Learners can distinguish the different regions of the electromagnetic spectrum
and the types of nuclear radiation. They can describe the images formed by the different types of mirrors and lenses. They can explain the
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relationship between electricity and magnetism in electric motors and generators. Learners will have completed the study of the entire organism
Grade 10 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 can
explain the importance of quantifying amounts of substances and controlling the conditions under which a chemical reaction oc curs. They
recognize that evidence is used to test ideas so that results will depend on the collection and interpretation of data. Learners can describe the
major categories of biomolecules and explain their sources, and functions in the human body.
SEQUENCE OF DOMAIN/ STRA NDS PER QUARTER
G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment

Living Things Living Things Living Things Living Things Living Things
Force, Motion,&
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,&
3rd Quarter Matter Earth & Space and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment
SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10
MATTER
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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 a
their different characteristics such as may also be grouped according to whether these materials are harmful or not. liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they
and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and From these investigations, learners can now
objects and materials can be grouped whether they decay or not liquids in making useful materials and describe the appearance of mixtures as
into solids, liquids or gases. products. uniform or non-uniform and classify them as
homogeneous or heterogeneous mixtures.
CHANGES THAT MATTER UNDERGO
Using the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the components
among solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learners
learners investigate ways in which solid when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating these
turns into liquid, solid into gas, liquid pressed, and cut. materials, and changing the temperature. In components from the mixture. They will infer
into gas, and liquid into solid, as Grade 5, they investigate changes that take that the characteristics of each of the
affected by temperature. place under the following conditions: components remain the same even when the
presence or lack of oxygen (in air), and component is part of the mixture.
After investigating the changes in applying heat. They learn that some of
some observable characteristics these conditions can result in a new
of materials due to temperature product. Knowing these conditions enable
in Grade 3, learners can now them to apply the “5R method” (recycling,
inquire about changes observed reducing, reusing, recovering and repairing)
when a solid is mixed with a at home and in school.
liquid or when a liquid is mixed
with another liquid.
Learners learn that some changes

in the characteristics of a product
such as food or medicine may
affect its quality. One way of
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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, the structure learned in Grade 8, learners different conditions based on their knowledge
heterogeneous mixtures. In Grade 7, smallest of which is the atom. These describe how atoms can form units of the motion of and distances between gas
learners investigate properties of particles are too small to be seen called molecules. They also learn about particles. Learners then confirm whether their
solutions that are homogeneous through a microscope. The ions. Further, they explain how atoms explanations are consistent with the Kinetic
mixtures. They learn how to express properties of materials that they form bonds (ionic and covalent) with Molecular Theory. They also learn the
concentrations of solutions qualitatively have observed in earlier grades can other atoms by the transfer or sharing of relationships between volume, temperature,
and quantitatively. They distinguish now be explained by the type of electrons. and pressure using established gas laws.
mixtures from substances based on a particles involved and the attraction
They also learn that the forces holding
set of properties. between these particles. In Grade 9, learners learned that the bonding
metals together are caused by the
characteristics of carbon result in the formation
attraction between flowing electrons and
of large variety of compounds. In Grade 10,
the positively charged metal ions.
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Learners begin to do guided and semi- they learn more about these compounds that
guided investigations, making sure that Learners explain how covalent bonding include biomolecules such as carbohydrates,
the experiment they are conducting is a in carbon forms a wide variety of carbon lipids, proteins, and nucleic acids. Further, they
fair test. compounds. will recognize that the structure of these
compounds comprises repeating units that are
Recognizing that matter consists of an
made up of a limited number of elements such
extremely large number of very small
as carbon, hydrogen, oxygen, and nitrogen.
particles, counting these particles is not
practical. So, learners are introduced to
the unit—mole.
CHANGES THAT MATTER UNDERGO
Learners recognize that materials Learners learn that particles are Learners explain how new compounds In Grade 9, learners described how particles
combine in various ways and through always in motion. They can now are formed in terms of the rearrange to form new substances. In Grade
different processes, contributing to the explain that the changes from solid rearrangement of particles. They also 10, they learn that the rearrangement of
wide variety of materials. Given this to liquid, solid to gas, liquid to solid, recognize that a wide variety of useful particles happen when substances undergo
diversity, they recognize the importance and liquid to gas, involve changes in compounds may arise from such chemical reaction. They further explain that
of a classification system. They become the motion of and relative distances rearrangements. when this rearrangement happens, the total
familiar with elements and compounds, between the particles, as well as the number of atoms and total mass of newly
metals and non-metals, and acids and attraction between them. formed substances remain the same. This is
bases. the Law of Conservation of Mass. Applying this
They also recognize that the same law, learners learn to balance chemical
Further, learners demonstrate that particles are involved when these equations and solve simple mole-mole, mole-
homogeneous mixtures can be changes occur. In effect, no new mass, and mass-mass problems.
separated using various techniques. substances are formed.
LIVING THINGS AND THEIR ENVIRONMENT

PARTS AND FUNCTION OF ANIMALS 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 interactions
describe the different parts of living introduced to the major organs of organs of the human body work together, among parts of the major organs of the
things focusing on the sense organs the human body. the learners now focus on the organs of human body.
of humans and the more familiar the reproductive systems of humans,
external parts of animals and plants. They also learn about some parts animals, and plants. They also learn how vertebrates and
that help plants and animals survive invertebrates differ and how non-flowering
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They also explore and describe in places where they live. plants reproduce,
characteristics of living things that
distinguish them from non-living
things.
HEREDITY:INHERITA NCE 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 animals, and plants go through life some non-flowering plants reproduce. (spore-bearing and cone-bearing plants, ferns,
passed on to their offspring/s. cycles. Some inherited traits may be and mosses) reproduce.
affected by the environment at They are also introduced to the sexual and
certain stages in their life cycles. asexual modes of reproduction.
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 habitats. serve as one of the bases for classifying common characteristics which serve as bases
living things. for their classification.
ECOSYSTEMS
Learners learn that living things Learners learn that there are Learners are introduced to the interactions Learners are introduced to the interactions
depend on their environment for food, beneficial and harmful interactions among components of larger habitats such among components of habitats such as
air, and water to survive. that occur among living things and as estuaries and intertidal zones, as well as tropical rainforests, coral reefs, and mangrove
their environment as they obtain the conditions that enable certain swamps.
their basic needs. organisms to live.
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 have
levels of organization in the human body how the body breaks down food into functions of the digestive, respiratory, feedback mechanisms that are
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 mechanisms
are grouped into organ systems that to cells. They also learn that nutrients enter help the organisms maintain
perform specialized functions. the bloodstream and combine with homeostasis to reproduce and survive.
Learners learn that gases are oxygen taken in through the
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.
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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:INHERITA NCE 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 structure
flowering plants reproduce, Grade 7 division by mitosis and meiosis. They and chromosomes, and the functions of the DNA molecule and its function.
learners are taught that asexual understand that meiosis is an early they perform in the transmission of
reproduction results in genetically identical step in sexual reproduction that leads traits from parents to offspring. They also learn that changes that take
offspring whereas sexual reproduction gives to variation. place in sex cells are inherited while
rise to variation. 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 involved
tissues and organs in other animals are group of organisms that can mate with have once existed are now extinct. in the inheritance of traits and the
similar to those in human beings but differ one another to produce fertile offspring. Species become extinct when they fail changes that result from these
somewhat from cells found in plants. They learn that biodiversity is the to adapt to changes in the environment. mechanisms. Learners explain how
collective variety of species living in an natural selection has produced a
ecosystem. This serves as an succession of diverse new species.
introduction to the topic on hierarchical Variation increases the chance of living
taxonomic system. 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 organisms on
ecosystems. Organisms of the same kind cycled in ecosystems. in sugar molecules (photosynthesis). 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 influences
populations to form communities. processes are related to each other. the stability of ecosystems.
FORCE, MOTION AND ENERGY

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FORCE AND MOTION
Learners observe and explore and Learners now learn that if force is This time, learners begin to accurately Aside from the identified causes of
investigate how things around them applied on an object, its motion, size, measure the amount of change in the motion in Grade 3, such as people,
move and can be moved. They also or shape can be changed. They will movement of an object in terms of its animals, wind, and water, learners
identify things in their environment that further understand that these changes distance travelled and time of travel also learn about gravity and friction as
can cause changes in the movement of depend on the amount of force applied using appropriate tools. other causes or factors that affect the
objects. on it (qualitative). They also learn that movement of objects.
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, and This time, learners explore how different At this grade level, learners are
sources of light, heat, sound, and sound travel from the source. They objects interact with light, heat, sound, introduced to the concept of energy.
electricity in their environment and their perform simple activities that and electricity (e.g., identifying poor and They learn that energy exists in
uses in everyday life. demonstrate how they travel using good conductors of electricity using different forms, such as light, heat,
various objects. simple circuits). sound and electricity, and it can be
transformed from one form to
Note: Electricity is not included in They learn about the relationship
another. They demonstrate how
Grade 4 because the concept of ‘flow of between electricity and magnetism by
energy is transferred using simple
charges’ is difficult to understand at constructing an electromagnet.
machines.
this grade level.
They also learn about the effects of light,
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 motion, From learning the basics of forces in
learners study more scientific ways of
force and its relationship to motion. learners use the Law of Conservation of Grade 8, learners extend their
describing (in terms of distance, speed,
They use Newton’s Laws of Motion to Momentum to further explain the motion
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understanding of forces by describing

and acceleration) and representing
explain why objects move (or do not of objects. how balanced and unbalanced forces,
(using motion diagrams, charts, and
move) the way they do (as described in either by solids or liquids, affect the
graphs) the motion of objects in one From motion in one dimension in the
Grade 7). They also realize that if force movement, balance, and stability of
dimension. previous grades, they learn at this level
is applied on a body, work can be done objects.
about motion in two dimensions using
and may cause a change in the energy
projectile motion as an example.
of the body.
ENERGY
This time learners recognize that

Learners realize that transferred energy Learners explain how conservation of Learners acquire more knowledge about
different forms of energy travel in
may cause changes in the properties of mechanical energy is applied in some the properties of light as applied in
different ways—light and sound travel
the object. They relate the observable structures, such as roller coasters, and in optical instruments.
through waves, heat travels through
changes in temperature, amount of natural environments like waterfalls. They
moving or vibrating particles, and Learners also use the concept of moving
current, and speed of sound to the further describe the transformation of
electrical energy travels through moving charges and magnetic fields in explaining
changes in energy of the particles. energy that takes place in hydroelectric
charges. the principle behind generators and
power plants.
motors.
In Grade 5, they learned about the Learners also learn about the relationship
different modes of heat transfer. This between heat and work, and apply this
time, they explain these modes in terms concept to explain how geothermal power
of the movement of particles. 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.
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EARTH AND SPACE
GEOLOGY
Learners will describe what makes up After familiarizing themselves with In this grade level, learners will learn that Learners will learn that aside from weathering
their environment, beginning with the general landscape, learners will our surroundings do not stay the same and erosion, there are other processes that
the landforms and bodies of water investigate two components of the forever. For example, rocks undergo may alter the surface of the Earth: earthquakes
found in their community. physical environment in more detail: weathering and soil is carried away by and volcanic eruptions. Only the effects of
soil and water. They will classify soils erosion. Learners will infer that the surface earthquakes and volcanic eruptions are taken
in their community using simple of the Earth changes with the passage of up in this grade level, not their causes (which
criteria. They will identify the time. will be tackled in Grades 8 and 9). Learners
different sources of water in their will also gather and report data on earthquakes
community. They will infer the and volcanic eruptions in their community or
importance of water in daily region.
activities and describe ways of using
water wisely.

METEOROLOGY
Learners will describe the different After making simple descriptions Learners will learn that the weather does After learning how to measure the different
types of local weather, about the weather in the previous not stay the same the whole year round. components of weather in Grades 4 and 5,
grade, learners will now measure the Weather disturbances such as typhoons learners will now collect weather data within
components of weather using simple may occur. Learners will describe the the span of the school year. Learners will
instruments. They will also identify effects of typhoons on the community and interpret the data and identify the weather
trends in a simple weather chart. the changes in the weather before, during, patterns in their community.
and after a typhoon.
ASTRONOMY
Learners will describe the natural After describing the natural objects After learning about the Sun, learners will In Grade 6, learners will turn their attention to
objects that they see in the sky. that are seen in the sky, learners will now familiarize themselves with the Moon Earth as another natural object in space (in
now focus on the main source of and the stars. They will describe the addition to the Sun, Moon, and stars).
heat and light on Earth: the Sun, its changes in the appearance of the Moon and Learners will learn about the motions of the
role in plant growth and discover that the changes are cyclical, and Earth: rotation and revolution. Learners will
development, and its effect on the that the cycle is related to the length of a
VALI DATI ONCOPY also compare the different members that
activities of humans and other month. Learners will identify star patterns make up the Solar System and construct
animals. that can be seen during certain times of the models to help them visualize their relative
year. sizes and distances.

GEOLOGY
Learners will explore and locate places As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
using a coordinate system. They will of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquake
discover that our country’s location earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges are
near the equator and along the Ring of explain how quakes are generated by when volcanoes erupt. They will describe the not randomly scattered in different
Fire influences elements of up faults. They will try to identify faults in the different types of volcanoes and differentiate places but are located in the same
Philippine environment (e.g., natural community and differentiate active faults active volcanoes from inactive ones. They areas. This will lead to an
resources and climate). from inactive ones. will also explain how energy from volcanoes appreciation of plate tectonics—a
may be tapped for human use. theory that binds many geologic

processes such as volcanism and
earthquakes.
METEOROLOGY
Learners will explain the occurrence of Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonics
atmospheric phenomena (breezes, Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Space
monsoons, and ITCZ) that are 5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because the
commonly experienced in the country Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics in
as a result of the Philippines’ location develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and more
with respect to the equator, and landforms and bodies of water, and why over a wide area (e.g., El Niño and global time is needed to explore
surrounding bodies of water and typhoons follow certain paths as they move warming). connections and deepen learners’
landmasses. within the Philippine Area of Responsibility. understanding.
ASTRONOMY
Learners will explain the occurrence of Learners will complete their survey of the Learners will now leave the Solar System and
the seasons and eclipses as a result of Solar System by describing the VALI DATI ONCOPY
learn about the stars beyond. They will infer
the motions of the Earth and the characteristics of asteroids, comets, and the characteristics of stars based on the
Moon. Using models, learners will other members of the Solar System. characteristics of the Sun. Using models,
explain that because the Earth revolves learners will show that constellations move in
around the Sun, the seasons change, the course of a night because of Earth’s
and because the Moon revolves around rotation, while different constellations are
the Earth, eclipses sometimes occur. observed in the course of a year because of
the Earth’s revolution.
GRADE 3
PERFORMA NCE LEARNING LEARNING SCIENCE

CONTENT CONTENT STANDARDS CODE
STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 3 – MATTER
FIRST QUARTER/ FIRST GRADING PERIOD
1. BEAM 5. Unit 4. 1. 5-Newton
1. Properties The learners demonstrate The learners should be The learners should be able Learning Guides. 3 Spring
1.1. Characteristics understanding of… able to… to… Materials. Module 1. Balance
of solids, February 2007.
liquids, and ways of sorting materials group common objects 1. describe different SSP_S3MT- Ia- 2. Moving Onward 2. Beral
gases and describing them as found at home and in objects based on b-1 with Science and Pipette
solid, liquid or gas based school according to their characteristics Health 1 Teacher’s Dropper
on observable properties solids, liquids and gas (i.e. shape, Manual. Dungan-
weight, volume, Ramires, Cristeta, 3. Double-
ease of flow, et al. 1997. pp. 56- pan
texture, ability to 69 Balance,
float or sink); 3. Growing with 500g
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
115-119, 152-155.*
4. Science and Health
1. Coronel,
VALI DATI ONCOPY Carmelita C., et al.
2000. pp. 83-91.
1. Bañez,
Resurreccion S., et
al. 1998. pp. 108-
121. *
Today 1. Apolinario,
Nenita A. 1997. pp.
125-133. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
1. Properties V., et al. 1997. pp.
1.1. Characteristics The learners demonstrate The learners should be The learners should be able 84-97.*
of solids, understanding of… able to… to… 8. Science and Health
liquids, and Today 2. Apolinario,
gases ways of sorting materials group common objects 2. classify objects and SSP_S3MT- Ic- Nenita A. 1997. pp.
and describing them as found at home and in materials as solid, d-2 123-125. *

solid, liquid or gas based school according to liquid, and gas 9. Growing with
on observable properties solids, liquids and gas based on some Science and Health
observable 2. Domanais, Lucia
characteristics; C. et al. 1997. pp.
114-118. *
10. Moving Onward
with Science and
Health 1 Teacher’s
Manual. Dungan-
Ramirez, Cristeta,
et al. 1997. pp. 56-
59. *
11. Our World of
Science and Health
1 Teachers Manual.
Santiago, Erlinda M.
1997. pp. 61-62. *
VALI DATI ONCOPY 12. Science for
Everyone 1
Teacher’s manual.
De Lara, Ruth G.
1997.pp. 90-93. *
2 Teacher’s Manual.
Apostol, Joy A., et
al. 1997. pp. 75-77.
*
1. BEAM 5. Unit 4.
3. describe ways on SSP_S3MT- Ie- Learning Guides. 3
the proper use and g-3 Materials. Module 1.
handling solid, February 2007.
1. Properties The learners demonstrate The learners should be liquid and gas 2. Our World of
1.1. Characteristics understanding of… able to… found at home and Science and Health
of solids, in school; and 1. Santiago, Erlinda
liquids, and group common objects M. 1997. pp. 105-
gases ways of sorting materials found at home and in 124. *
and describing them as school according to 3. Science and Health
solid, liquid or gas based solids, liquids and gas Today 2. Apolinario,
on observable properties Nenita A. 1997. pp.
126-136. *
4. Exploring Science 2.
Siringan-Rasalan,
Elizabeth. 1999. pp.
82-100. *
2. Apostol, Joy A.,
et al. 1997. pp.
112-123. *
6. Growing with
Science and Health
2. Domanais, Lucia
C., et al. 1997. 114-
130. *
7. Science for Daily
VALI DATI ONCOPY Use 2. Menguito,
Perla B., et al.
1997. pp. 111-125. *
8. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 98-112. *
2. Coronel,
Carmelita C. 1997.
pp. 114-137. *
10. Science Around Us
2. Garcia, Ligaya B.,
et al. 1997. pp.
103-119. *
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 141-
154. *


Jacinto, Emilio S.
Jr., et al. 1997. pp.
109-111. *
et al. 1997. pp.
113-114. *
4. Changes that effects of temperature on investigate the different 4.describe changes in BEAM 5. Unit 4. 8 Plastic
Materials materials changes in materials as materials upon heating: Physical and Chemical Thermometer,
Undergo affected by 4.1 solid to liquid SSP_S3MT- Ih- Changes. Distance non-mercury
temperature 4.2 liquid to solid j-4 Learning Modules. DLP
4.3 liquid to gas 26.
4.4 solid to gas
VALI DATI ONCOPY
Grade 3 – Living Things and Their Environment

SECOND QUARTER/SECOND GRADING PERIOD
1. BEAM 3. Unit 1. 1. Human
1. Living Things The learners demonstrate The learners should be The learners should be able Distance Learning Ear Model
understanding of… able to … to… Modules. DLP 1. 2. Human
1.1 Humans 2. Science for Nose
The sense organs of the practice healthful habits 1. describe the sense SSP_S3LT- IIa- Everyone 1. De Model
1.1.a Sense human body and their in taking care of the organs of the human b-1 Lara, Ruth G. 1997. 3. Human
Organs functions sense organs body and their pp. 1-11* Torso
functions; 3. Science and Health Model
1. Santiago, Ma. (miniature
Lourdes B. 1997. -type)
pp. 1-7.*
4. Into the Future:
1. Living Things The learners demonstrate The learners should be The learners should be able SSP_S3LT- IIa- Science and Health
understanding of… able to … to… b-1 1. Estrella, Sonia
1.2 Humans V., et al. 1997. pp.
The sense organs of the practice healthful habits 1. describe the parts and 1-9. *
1.1.a Sense Organs human body and their in taking care of the functions of the sense 5. Science and Health
functions sense organs organs of the human body; Today 1. Apolinario,
Nenita A. 1997. pp.
2-17. *
6. Moving Onward
with Science and
Health 1. Dungan-
Ramirez, Cristeta.
1997. pp. 11-17. *
7. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
2-4. *
1. Bañez,
Resurreccion S., et
VALI DATI ONCOPY al. 1998. pp. 2-8. *
1. Coronel,
Carmelita C., et al.
2000. pp. 3-9.
10. Our World of
Science and Health
1. Santiago, Erlinda
M. 1997. pp. 2-17.
*
1. Coronel,
Carmelita C. 1997.
pp. 19-23. *
12. Science for
Everyone 2
Teacher’s Manual.
De Lara, Ruth G.
The learners should be 1997. pp. 8-18. *
1. Living Things The learners demonstrate able to … 13. Growing with

understanding of… Science and Health
1.1 Humans practice healthful habits 2 Teacher’s Manual.
The sense organs of the in taking care of the Domanais, Lucia C.,
1.1.a Sense human body and their sense organs et al. 1997. pp. 2-
Organs functions 20. *
Coronel, Carmelita
C. 1997. pp. 14-20.
*
Apostol, Joy A., et
al. 1997. pp. 1-6. *
16. Into the Future:
Science and Health
VALI DATI ONCOPY Estrella, Sonia V.,
et al. 1997. pp. 11-
13. *
1. BEAM 3. Unit 1.
2. enumerate healthful SSP_S3LT- IIa- Distance Learning
habits to protect the b-2 Modules. DLP 9.
sense organs; 2. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 10.
3. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 11.
4. BEAM 3. Unit 1.
Distance Learning
Modules. DLP 12.
2. Coronel,
3.demonstrate ways of SSP_S3LT- IIa- Carmelita C. 1997.
taking good care of the b-3 pp. 19-23. *
sense organs; 6. Exploring Science 2.
Siringan-Rasalan,
9-13. *
7. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
4-13. *
2. Coronel,
2000. pp. 15-21.
9. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 19-25. *
VALI DATI ONCOPY Today 2. Apolinario,
Nenita A. 1997. pp.
28-34. *
11. Growing with
Science and Health
Domanais, Lucia C.,
et al. 1997. pp. 14-
16. *
Coronel, Carmelita
C. 1997. pp. 27-29.
*

1. BEAM 3. Unit 2. 1. Model of
1.Living Things parts of animals and their enumerate ways of 3. describe animals in SSP_S3LT- IIc- Distance Learning invertebrates
functions grouping animals based their immediate d-4 Modules. DLP 18. 2. Model of
1.2 Animals on their structure and surroundings; 2. Science for Daily vertebrates
importance of animals to importance Use. Menguito,
humans Perla B., et al.
1997. pp. 52-55. *
3. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
36-37. *
Siringan-Rasalan,
33-35. *
5. Into the Future:
VALI DATI ONCOPY
Science and Health
1. Estrella, Sonia
V., et al. 1997. pp.
44-45. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 52-55. *
7. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 59-62. *
Nenita A. 1997. pp.
72-76. *
1. Coronel,
Carmelita C. 1997.
pp. 58-61. *

4. identify the parts of SSP_S3LT- IIc- 1. BEAM 3. Unit 2. 1. Hand

animals and their d-5 Distance Learning Magnifying
functions; Modules. DLP 19. Lens, 5X
2. Science and Health 2. Model of
1. Coronel, invertebrates
VALI DATI ONCOPY
Carmelita C. 1997. 3. Model of
pp. 53-57.* vertebrates
3. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 52-54. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 56-60. *
5. Into the Future:
Science and Health
6. Differentiate animals in SSP_S3LT- IIc- 1. Estrella, Sonia
terms of their body d-6 V., et al. 1997. pp.
structures for locomotion 36-43. *
and survival; 6. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 49-53. *
7. Into the Future:

Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
26-33. *
Nenita A. 1997. pp.
60-63. *
2. Apostol, Joy A.,
et al. 1997. p. 57. *

et al. 1997. pp. 46-
48. *
VALI DATI ONCOPY 2. Coronel,
2000. pp. 41-46.
Jacinto, Emilio Jr. S.
1997. pp. 43-46. *
Apostol, Joy A., et
al. 1997. pp. 23-26.
*
7. classify animals SSP_S3LT- IIc- 1. BEAM 3. Unit 2. 1. Hand

according to body parts d-7 Distance Learning Magnifying
and use; Modules. DLP 24. Lens, 5X
2. Science and Health 2. Model of
2. Coronel, Invertebrat
Carmelita C., et al. es
2000. pp. 47-51. 3. Model of

3. Science Around Us Vertebrates
et al. 1997. pp. 51-
59. *
2. Apostol, Joy A.,
et al. 1997. pp. 62-
67. *
5. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 54-58. *
6. Into the Future:
Science and Health
1. Estrella, Sonia
V., et al. 1997. pp.
38-39. *
VALI DATI ONCOPY 7. Science Around Us
et al. 1997. pp. 51-
59. *
8. Exploring Science 1
Teacher’s Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999. pp.
31-36. *
8. state the importance of SSP_S3LT- IIc- 1. BEAM 3. Unit 2.

animals to humans; d-8 Distance Learning
Modules. DLP 29.
2. Science for
Everyone 1. De
Lara, Ruth G. 1997.
pp. 70-72. *
3. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
48-49. *
9. describe proper ways of SSP_S3LT- IIc- 1. BEAM 3. Unit 2.

caring for animals; d-9 Distance Learning
Modules. DLP 31.
Use 2. Menguito,
Perla B., et al.
VALI DATI ONCOPY
1997. pp. 76-79. *
for Life 2. Carale,
Lourdes R. 1997.
pp. 94-99. *
4. Into the Future:
Science and Health
2. Estrella, Sonia V.
1997. pp. 50-51. *
2. Coronel,
2000. pp. 60-61.
2. Apostol, Joy A.,
et al. 1997. pp. 71-
72. *
Nenita A. 1997. pp.
92-97. *
Siringan-Rasalan,
47-49. *
2. Coronel,
Carmelita C. 1997.
pp. 81-82.*

et al. 1997. pp. 71-
73. *
11. Science for
Everyone 2
Teacher’s Manual.
VALI DATI ONCOPY De Lara, Ruth G.
1997. pp. 57-60. *
Apostol, Joy A.
1997. pp. 44-45. *
Today 2 Teacher’s
Manual. Apolinario,
Nenita A. 1997. pp.
69-74. *
Garcia, Ligaya B., et
al. 1997. pp. 57-59.
*
Science and Health
Estrella, Sonia V.,

et al. 1997. pp. 43-
44. *
1 Teachers Manual.
Coronel, Carmelita
C. 1997. pp. 40-42.
*
17. Science for
Everyone 1
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 61-63. *
Science and Health
1997. pp. 48-50. *
VALI DATI ONCOPY

1. Living Things external parts of plants demonstrate proper 10. describe the parts of SSP_S3LT- IIe- 1. BEAM 3. Unit 3. Hand
and their functions ways of taking care of different kinds of plants; f-10 Distance Learning magnifying
1.3 Plants plants Modules. DLP 33. lens
Importance of plants to 2. BEAM 3. Unit 3.
humans 11. identify unique SSP_S3LT- IIe- Distance Learning
features of plants; f-11 Modules. DLP 34.
et al. 1997. pp. 78-
89. *
4. Science and Heath
2. Coronel,
Carmelita C. 1997.
pp. 86-97. *
Siringan-Rasalan,
VALI DATI ONCOPY Elizabeth. 1999. pp.
56-65. *
Nenita A. 1997. pp.
106-108. *

2. Coronel,
2000. pp. 65-67.
et al. 1997. pp. 77-
83. *
Teachers Manual.
Reynaldo-
Mangubat, ma.
Carmina. 1999. pp.

58-61. *
10. Our World of
Science and Health
Santiago, Erlinda M.
1997. pp. 46-48. *
11. Growing with
Science and Health
Domanais, Lucia C.
1997. pp. 91-93. *
VALI DATI ONCOPY
1. 12. state the SSP_S3LT- IIe- 1. BEAM 3. Unit 3.

importance of plants f-12 Distance Learning
to humans; Modules. DLP 38.

1. Santiago, Ma.
Lourdes B. 1997.
pp. 100-101. *

Santiago, Ma.
Lourdes B. 1997. p.
68. *
2. 13. describe proper SSP_S3LT- IIe- 1. BEAM 3. Unit 3.

ways of caring for f-13 Distance Learning
plants; Modules. DLP 40.
2. BEAM 3. Unit 3.
Distance Learning
VALI DATI ONCOPY
Modules. DLP 41.
2. Apostol, Joy A.
1997. pp. 104-105.
*
2. Coronel,
2000. pp. 79-80.
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 136-
140. *
Use 2. Menguito,
Perla B., et al.
1997. Pp. 105-106.
*
et al. 1997. pp. 97-
98. *
8. Science for
Everyone 2. De
Lara, Ruth G. 1997.
pp. 93-94. *
1 Teachers Manual.
Santiago, Ma.
Lourdes B. 1997. p.
69. *
1. Living Things characteristics of living illustrates 4. 14. compare living SSP_S3LT- IIe-
things characteristics of living with nonliving f-14 Pilot School MTB-MLE.
1.4 Characteristics of things things; Science TG. Quarter 1.
living things Day 1.
compare characteristics VALI DATI ONCOPY
of living things with

those of nonliving
things
2. Heredity: reproduction in humans, given a photo of SSP_S3LT- IIg-

15. Provide evidence that
Inheritance and animals and plants offspring and parents, h-15
living things reproduce;
Variation make a checklist of
certain observable possible characteristics
characteristics that are that the offspring
5. 16. identify
passed on from parents to inherited from the
observable SSP_S3LT- IIg-
offspring parents
characteristics that h-16
are passed on from
parents to offspring;
3.Ecosystems basic needs of plants, perform activities at 17. identify the basic SSP_S3LT- IIi-
animals and humans home, in school, or in needs of humans, plants j-17
their neighborhood to and animals such as air,
keep the environment food, water, and shelter; 2. Apostol, Joy A.,

clean et al. 1997. pp. 35-
40, 70 and 103. *
2. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
20-40 and 78-80. *

Nenita A. 1997. pp.
36-44, 89-91 and
114-116. *
VALI DATI ONCOPY
8. 18. explain how SSP_S3LT- IIi-

living things depend j-18
on the environment
to meet their basic
needs; and
9. 19. recognize that SSP_S3LT- IIi-

there is a need to j-19
protect and conserve
the environment.

Grade 3 – Force and Motion
THIRD QUARTER/THIRD GRADING PERIOD
1. Force and Motion The learners demonstrate The learners should be The learners should be able 1. Pair of
understanding of… able to… to… Bar
Magnets
motion of objects observe, describe, and 1.describe the position of a 2. Plastic
investigate the position person or an object in relation Ruler, 12
and movement of to a reference point such as inches or
things around them stationary chair, door, or Into the Future: 30cm
another person Science and Health 2.
SSP_S3FE-IIIa- Estrella, Sonia V., et al.
1997. pp. 124-125. *
VALI DATI ONCOPY

1. Pair of
2. observe and identify 1. Science and Health
The learners should be SSP_S3FE-IIIa-b- Bar
factors that can change the Today 1. Apolinario,
1. Force and Motion The learners demonstrate able to… Magnets
state of motion of a body Nenita A. 1997. pp.
understanding of… 2. Toy Car,
154-157. *
observe, describe, and non-
2. Into the Future:
motion of objects investigate the position friction,
Science and Health
and movement of non-
2. Estrella, Sonia
things around them battery
V., et al. 1997. pp.
126-131. *
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997. pp. 171-
180. *
Use 2. Menguito,
Perla B., et al.
VALI DATI ONCOPY
1997. pp. 144-150.

*
2. Apostol, Joy A.,
et al. 1997. pp.
147-153. *
6. Growing with
Science and Health
Domanais, Lucia C.,
et al. 1997. pp.
157-159. *
Bañez, Resurreccion
S. 1998. pp. 100-
102.

3. demonstrate ways in SSP_S3FE-IIIb-c-
which the state of motion
can be changed
4. describe the movements SSP_S3FE-IIIc- 1. Growing with Toy car, non-

of objects such as fast/slow, Science and Health friction, non-
forward/backward, 1. Domanais, Lucia battery
straight/turning left or right; C., et al. 1997. pp.
166-168. *
Teacher’s Manual.
VALI DATI ONCOPY
Alsim-Madriaga,
Lucita. 2000. pp.
108-111. *
Teacher’s Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999. pp.
100-102. *

1. BEAM 3. Unit 5. 1. Connecting
2. Energy: Light, Sound, sources and uses of light, list different sources 5. identify and describe SSP_S3FE-IIId-e- Distance Learning wires and
Thermal Energy, and sound, thermal energy, and uses of light, sources of light, sound, Modules. DLP 50. Bulb-Socket
Electrical Energy and electrical energy sound, thermal energy, thermal energy, and 2. BEAM 3. Unit 5. Assembly
and electrical energy Distance Learning a. 250 mm
electrical energy;
Modules. DLP 51. long with
3. Science Around Us crocodile
2. Garcia, Ligaya B., clips, red
et al. 1997. pp. b. bulb and
123-124 and 133- socket
134. * assembly
2. Coronel, 2. Dry Cell
Carmelita C., et al. Holder, 1
2000. pp. 105-106 chamber,
and 114-115. for size D
5. Science for dry cell
VALI DATI ONCOPY
Everyone 2. De
Lara, Ruth G. 1997. 3. Flashlight
pp. 116-119 and with
126-127. * Incandesce
6. Into the Future: nt Bulb
Science and Health
2. Estrella, Sonia
V., et al. pp. 105-
109 and 114-115. *
Use 2. Menguito,
Perla B., et al.
1997. pp. 127-129
and 138-140. *
Siringan-Rasalan,
101-105.*
for Life 2. Carale,
2. Energy: Light, Sound, Dr. Lourdes R., et
Thermal Energy, and sources and uses of light, list different sources al. pp. 156-163. *
Electrical Energy sound, thermal energy, and uses of light, SSP_S3FE-IIIe-
and electrical energy sound, thermal energy, 6. differentiate natural and
and electrical energy artificial sources of light;
7.characterize light as SSP_S3FE-IIIe-f -

bright and dim;
VALI DATI ONCOPY
8.classify sounds as loud SSP_S3FE-IIIf-

and soft;

2. Energy: Light, Sound, 1. MISOSA 6. Module 1. Connecting
Thermal Energy, and SSP_S3FE-IIIg- 21. wires and
sources and uses of light, list different sources 9. classify objects as hot 2. MISOSA 6. Module Bulb-Socket
Electrical Energy
sound, thermal energy, and uses of light, and cold; 22. Assembly
and electrical energy sound, thermal energy, 3. MISOSA 6. Module a. 250 mm
and electrical energy 23. long with
4. Science for Daily crocodile
Use 4. Lozada, clips, red
Buena A., et al. b. bulb and
2002. p. 162. * socket
assembly
10. identify different SSP_S3FE-IIIg-h-
sources of electrical energy 2. Dry Cell
in the community; Holder, 1
chamber,
for size D
11. explain the importance SSP_S3FE-IIIh-i - dry cell
of light, sound, thermal
VALI DATI ONCOPY 3. Flashlight
energy and electrical with
energy in everyday life. incandesce
nt bulb
Grade 3 – Earth and Space

FOURTH QUARTER/ FOURTH GRADING PERIOD
1. BEAM 3. Unit 6.
1. Earth and Space The learners demonstrate The learners should be The learners should be able SSP_S3ES- IVa- Learning Guides.
1.1The Surroundings understanding of… able to… to… b Me and my
Environment.
people, animals, plants, express their concerns 1. describe the things January 2007.
lakes, rivers, streams, hills, about their found in the 2. Science and Health
mountains, and other surroundings through surroundings; 1. Coronel,
landforms, and their teacher-guided and self Carmelita C. 1997.
importance –directed activities pp. 176-186. *
3. Moving Onward
with Science and
Health 1. Dungan-
Ramirez, Cristeta.
1997. pp. 175-
1. Earth and Space The learners demonstrate The learners should be The learners should be able SSP_S3ES- IVa- 187. *
1.1The Surroundings understanding of… able to… to… b 4. Science and Health
Today 1.
people, animals, plants, express their concerns 1. describe the things found Apolinario, Nenita
lakes, rivers, streams, hills, about their in the surroundings; A. 1997. pp. 164-
mountains, and other surroundings through 170. *
landforms, and their teacher-guided and self 5. Moving Onward
importance –directed activities with Science and
Health 1 Teacher’s
Manual. Dungan-
Ramirez, Cristeta.
1997. pp. 83-87. *
VALI DATI ONCOPY 6. Growing with
Science and Health
1 Teacher’s
Manual. Domanais,
Lucia C. 1997. pp.
169-171. *
1. BEAM 3. Unit 6.
2. relate the importance of SSP_S3ES- IVc- Learning Guides.
surroundings to people d Me and my
and other living things; Environment.
January 2007.
Nenita A. 1997. pp.
174-176.
3. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
193-197.

1. BEAM 4. Unit 8.
2. Earth and Space types and effects of express ideas about 3. describe the changes in SSP_S3ES- IVe- Distance Learning
2.1Weather weather as they relate to safety measures during the weather over a f Modules. DLP 57.
daily activities, health and different weather period of time; 2. Science and Health
safety conditions creatively Today 1.
(through artwork, Apolinario, Nenita
poem, song) A. 1997. pp. 183-
186. *
3. Growing with
Science and Health
1. Domanais, Lucia
C., et al. 1997. pp.
202-205. *
4. Our World of
Science and Health
1. Santiago,
Erlinda M. 1997.
VALI DATI ONCOPY pp. 166-169. *
4. communicate how SSP_S3ES- IVg- 1. BEAM 4. Unit 8.

different types of h Distance Learning
weather affect activities Modules. DLP 57.
in the community; 2. Our World of
Science and Health
1. Santiago,
Erlinda M. 1997.
pp. 176-180. *
Today 1.
Apolinario, nenita
A. 1997. pp. 187-
188. *
4. Growing with
Science and Health
1. Domanais, Lucia
4. communicate how C., et al. 1997. pp.
different types of SSP_S3ES- IVg- 187-188. *
2. Earth and Space types and effects of express ideas about weather affect activities h 5. Science for
2.1Weather weather as they relate to safety measures during in the community; Everyone 2. De
daily activities, health and different weather Lara, Ruth G.
safety conditions creatively 1997. pp. 177-
(through artwork, 178. *
poem, song) 6. Into the Future:
Science and Health
2. Estrella, Sonia
V., et al. 1997. pp.
166-167. *
7. Growing with
Science and Health
2 Teacher’s
Manual. Domanais,
Lucia C., et al.
1997. pp. 168-
VALI DATI ONCOPY 170. *
8. Growing with
Science and Health
1 Teacher’s
Manual. Domanais,
Lucia C., et al.
1997. pp. 186-
188. *
9. Science for
Everyone 1
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 139-
140. *
Today 1 Teacher’s
Manual. Apolinario,
Nenita A. 1997.
pp. 132-138. *
4. communicate how

different types of
2. Earth and Space types and effects of express ideas about weather affect activities SSP_S3ES- IVg-
2.1Weather weather as they relate to safety measures during in the community; h
daily activities, health and different weather
safety conditions creatively
(through artwork,
poem, song) 1. BEAM 4. Unit 8.
5. enumerate and practice SSP_S3ES- IVg- Distance Learning
safety and precautionary h Modules. DLP 58.
measures in dealing with 2. Into the Future:
different types of Science and Health
weather; 2. Estrella, Sonia
V., et al. 1997. pp.
168-169. *
3. Growing with
Science and Health
1. Domanais, Lucia
VALI DATI ONCOPY
C., et al. 1997. pp.
213-216. *
2. Apostol, Joy A.,
et al. 1997. pp.
211-212. *
5. Science for
Everyone 2
Teacher’s Manual.
De Lara, Ruth G.
1997. pp. 142-
144. *
6. Growing with
Science and Health
2 Teacher’s
Manual. Domanais,
Lucia C. 1997. pp.
171-173. *

3. Earth and Space natural objects in the sky list down activities 6. describe the natural SSP_S3ES- IVg- 1. Pilot School MTB-
affect one’s daily activities which affect their daily objects that are found h MLE. Science TG.
3.1Natural Objects activities in the sky during Quarter 4. Week 7.
in the Sky daytime and nighttime; 2. Science and Health
for Life 2. Carale,
Dr. Lourdes R., et
al. 1997., pp. 213-
217. *
1. Bañez,
Resurreccion S., et
al. 1998. pp. 198-
207. *
1. Santiago, Ma.
Lourdes B. 1997.
VALI DATI ONCOPY pp. 189-192. *
Today 1.
Apolinario, Nenita
A. 1997. pp. 196-
198. *
6. Our World of
Science and Health
1. Santiago,
Erlinda M. 1997.
pp. 182-186. *
1 Teacher’s
Manual. Bañez,
Resurreccion S.
1998. pp. 131-
134. *
8. Moving Onward
3. Earth and Space natural objects in the sky list down activities 6. describe the natural with Science and
affect one’s daily activities which affect their daily objects that are found SSP_S3ES- IVg- Health 1 Teacher’s

3.1Natural Objects activities in the sky during h Manual. Dungan-
in the Sky daytime and nighttime; Ramirez, Cristeta,
et al. 1997. pp.
94-96. *
9. Our World of
Science and Health
1 Teacher’s
Manual. Santiago,
Erlinda M. 1997.
pp. 96-98. *
10. Exploring Science
1 Teacher’s
Manual. Reynaldo-
Mangubat, ma.
Carmina. 1999. pp.
133-135. *
7. communicate how the

VALI DATI ONCOPY
SSP_S3ES- IVg-
natural objects in the h 1. Pilot School MTB-
sky affect daily MLE. Sciene TG.
activities; Quarter 4. Week 7.
2. Growing with
Science and Health
2. Domanais, Lucia
C., et al. 1997. pp.
198-200. *
et al. 1997. pp.
203-204. *

7. communicate how the SSP_S3ES- IVg- Use 2. Menguito,
natural objects in the h Perla B., et al.
sky affect daily 1997. pp. 199-200.
3. Earth and Space natural objects in the sky list down activities activities; and *
affect one’s daily activities which affect their daily

3.1Natural Objects activities
in the Sky 8. enumerate safety SSP_S3ES- IVg- 1. Pilot School MTB-
measures to avoid the h MLE. Science TG.
harmful effects of the Quarter 4. Week 8.
Sun’s heat and light 2. Science Around Us
et al. 1997. pp.
205-206. *
2. Coronel,
Carmelita C. 2000.
p. 170.
Emilio, Jacinto Jr. S.
1997. pp. 198-200.
*
VALI DATI ONCOPY 5. Exploring Science 3
Teacher’s Manual.
Alsim-Madriaga,
Lucita. 2000. pp.
167-170. *
6. Science Around US
Garcia, Ligaya B., et
al. 1997. 165-167.
*

GRADE 4
CONTENT PERFORMA NCE LEARNING LEARNING SCIENCE

CONTENT CODE
STANDARDS STANDARDS COMPETENCY MATERIALS EQUIPMENT
Grade 4 – Matter
The learners should be
1. Properties The learners The learners should be able to…
demonstrate able to… 1. classify materials
1.1. Properties used to group understanding of… based on the
and store materials Recognize and practice ability to absorb SSP_S4MT-
1.2. Importance of grouping different proper handling of or repel water and Ia-1
interpreting product materials based on products its tendency to
labels their properties undergo decay
1.3. Proper disposal of waste and
biodegradability;
1. Exploring
1. recognize the effects SSP_S4MT- Science 3
of decaying materials Ib-2 Teacher’s
VALI DATI ONCOPY
on one’s health, Manual. Alsim-

safety and Madriaga,
environment; Lucita. 2000. pp.
84-89. *
2. Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 110-
115. *
3. Science Around
Us 3 Techer’s
Manual. Garcia,
Ligaya B., et al.
1997. pp. 87-91.
1. Properties *


CONTENT CODE
1.1. Properties used to group The learners The learners should be 2. demonstrate proper SSP_S4MT-
and store materials demonstrate able to… waste disposal Ic-d-3
1.2. Importance of understanding of… according to the
interpreting product Recognize and practice properties of
labels grouping different proper handling of materials;
Proper disposal of materials based on products
waste their properties
2. Changes that Materials changes that 4. describe changes in 1. MISOSA 6. 1. Long Nose Pliers,
Undergo materials undergo evaluate whether changes solid materials when SSP_S4MT- Module 15. 6"
when exposed to in materials are useful or they are bent, Ie-f-4 2. EASE Science I. 2. Mortar and
2.1. Changes that are useful certain conditions. harmful to one’s pressed, hammered, Module 5. Pestle, 150ml
2.2. Changes that are environment or cut; 3. BEAM 5. Unit 4. capacity,
harmful 8 Physical and porcelain
VALI DATI ONCOPY
Chemical
Changes.
Distance
Learning
Modules. DLP
26.
5. describe changes in 1. OHSP Chemistry. 1. Beakers, 250 mL

properties of SSP_S4MT- Module 15. 2. Beral Pipette,
materials when Ig-h-5 2. MISOSA 4. 5mL
exposed to certain Module 21. 3. Double pan
conditions such as 3. Science and balance
changes in Technology I: 4. Erlenmeyer flask,
temperature or when Integrated 2250 mL
mixed with other Science 5. Graduated
materials; and Textbook for cylinder, plastic,
First Year. 250mL
Villamil, Aurora 6. Stirring rod
2. Changes that Materials M., Ed.D. 1998. 7. Test tubes
pp. 48-50. * 8. Thermometer,

CONTENT CODE
Undergo alcohol
2.1. Changes that are useful

Changes that are
harmful
6. identify changes in SSP_S4MT-

materials whether Ii-j-6 1. Exploring
useful or harmful to Science 3
one’s self and the Teacher’s
environment. Manual. Alsim-
Madriaga,
changes that Lucita. 2000.
materials undergo pp. 84-89. *
when exposed to evaluate whether changes VALI DATI ONCOPY
2. MISOSA 6.
certain conditions. in materials are useful or Module 17.
harmful to one’s
environment
1. MISOSA 6.
1.Parts and Functions The learners The learners should be The learners should be SSP_S4LT- Module 4. Human torso model
demonstrate able to… able to… IIa-b-1 2. BEAM 3. Unit 1.
1.1Humans understanding of… Distance
1.1.a Major organs of the construct a model of a 1. describe the Learning
body how the major major organ of the human functions of the Modules. DLP
1.1.b Caring for the internal organs body to show how it major organs; 1.
major organs such as the brain, works 3. BEAM 3. Unit 1.
1.1.c Diseases that affect heart, lungs, liver, Distance
the major organs of stomach, enumerate ways of taking Learning
the human body intestines, kidneys, care of the human body Modules. DLP
bones, and 2.
muscles keep the 4. Science for

CONTENT CODE
body healthy Daily Use 4. pp.

13-15 and 30-
31. *
5. Science for
Daily Use 5. pp.
24-26 and 43-
44. *
1. MISOSA 5.
2. using a model, SSP_S4LT- Module 1.
communicate how IIa-b-2 Skeleton model
the major organs 2. MISOSA 5.
work together to Module 2.
make the body
function properly; 3. MISOSA 5.
Module 4.
VALI DATI ONCOPY
4. MISOSA 5.
Module 6.
5. MISOSA 4.
Module 5.
6. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
24-26 and 43-
44. *
7. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011.
pp. 13-15 and


CONTENT CODE
30-31. *
3. identify causes and

SSP_S4LT-
treatment of diseases
IIa-b-3
of the major organs;
Science for Daily
4. practice healthful SSP_S4LT- Use 4. Lozada,
habits that maintain IIa-b-4 Buena A., et al.
a healthy body; 2011. p. 34. *
1.2 Animals animals have body 5. infer that body SSP_S4LT-

parts that make structures help IIc-d-5 1. BEAM 3. Unit 2.
1.2.a Live on land or in them adapt to land animals to adapt and Distance
water or water VALI DATI ONCOPY
survive in their Learning

particular habitat;
Modules. DLP
27.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
68-69. *
6. compare body
SSP_S4LT-
movements of MISOSA 5. Module
IIc-d-6
animals in their 7.
habitat;
7. make a survey of SSP_S4LT-

animals found in the IIc-d-7 1. BEAM 3. Unit 2.
community and their
Distance
specific habitats;

CONTENT CODE
Learning
Modules. DLP
28.
2. BEAM 5. Unit 2.
4 Animals and
their Food.
Distance
Learning
Modules. DL 13.
8. choose which animals SSP_S4LT-

to raise in a IIc-d-8 1. BEAM 3. Unit 2.
particular habitat;
VALI DATI ONCOPY
Distance
Learning
Modules. DLP
28.
2. BEAM 5. Unit 2.
4 Animals and
their Food.
Distance
Learning
Modules. DL 13.
Conduct an investigation 9. identify the specialized 1. Learning Guide: Hand magnifying

1. 3 Plants on the growth of a specific structures of SSP_S4LT- How do plants lens
plants have parts plant with specialized terrestrial and IIe-f-9 Protect
1.3.a Live on land or in that make them structure given a certain aquatic plants; themselves
water adapt to land or environmental condition 2. Learning Guide


CONTENT CODE
water 10. conduct investigation in Science and 1. Hand Magnifying

on the growth and SSP_S4LT- Health: Plants, Lens, 5X
development of IIe-f-10 Here. There
plants with and Everywhere 2. Thermometer,
specialized structures Alcohol, -20ᴼC
given different to 110ᴼC
environmental
conditions (light,
water, temperature,
and soil type);
11. make a survey of

plants found in the SSP_S4LT-
community and their IIf-g-11
specific habitats;
VALI DATI ONCOPY
12. choose which plants SSP_S4LT-

to grow in a IIf-g-12
particular habitat;
1. BEAM 4. Unit 3.
2. Heredity: Inheritance and different 13. compare the stages SSP_S4LT- Life Cycle of
Variation organisms go in the life cycle of IIg-h-13 Animals.
2.1 Life Cycles through life cycle demonstrate ways of organisms;
2.1.a Humans, Animals, which can be controlling the spread of 2. MISOSA 4.
and Plants affected by their dengue disease by Module 7.
environment modifying the environment
BEAM 4. Unit 3. Life
that affects the life cycle of
14. describe the effect of SSP_S4LT- Cycle of Animals.
mosquitoes
the environment on IIg-h-14
the life cycle of
organisms;
1. EASE Science I. Fresh Water

3. Ecosystems beneficial and 15. describe some types SSP_S4LT- Module 10. Aquarium with Stand


CONTENT CODE
harmful of beneficial IIi-j-15 Lesson 1.

3.1 Beneficial and interactions occur interactions among
Harmful interactions among living living things; 2. MISOSA 6.
things and their Interrelationshi
environment as p among living
they obtain basic organisms.
needs 1. EASE Science I.
16. describe certain types SSP_S4LT- Module 10.
of harmful IIi-j-16 Lesson 1.
interactions among
living things; 2. MISOSA 6.
Interrelationshi
p among living
organisms.
SSP_S4LT- 1. EASE Science I.
17. conduct IIi-j-17 Module 10.
investigations to
VALI DATI ONCOPY
Lesson 1.
determine
3. Ecosystems environmental 2. MISOSA 6.
conditions needed by Interrelationshi
3.1 Beneficial and beneficial and living things to
Harmful interactions harmful p among living
survive; and organisms.
interactions occur
among living 18. describe the effects of SSP_S4LT-
things and their interactions among IIi-j-18
environment as organism in their
they obtain basic environment.
needs

1. Forces in Everyday Life The learners The learners should be The learners should be
1.1 Contact Forces demonstrate able to… able to… SSP_S4FE- 1. EASE Science I.
- Push and Pull understanding of… IIIa-12 Module 7.
- Frictional Force 1. differentiate contact Lesson 1.
1.2 Non- Contact Forces force that can 2. Science Around

CONTENT CODE
- Gravitational Force change the shape, and non-contact forces; Us 3. Garicia,

- Magnetic Force size or movement Ligaya B., et al.
of objects. 1997. p. 142. *
2. classify common
examples of forces in the
environment as:
- applied force SSP_S4FE-

IIIa-b
2. Effects of Force on the The learners (push or pull)
Shape, Size, and Movement demonstrate MISOSA 4. Module
of Objects understanding of… 19.
- frictional force
force that can - gravitational force

change the shape,
size or movement -magnetic force;
VALI DATI ONCOPY
of objects.
3. explain how force can 1. EASE Physics. 1. Magnetic

affect the shape and size SSP_S4FE- Module 8. Compass
of an object; IIIb-c- 2. Into the 2. Pair of Bar
Future:Science Magnets
and Health 2.
Estrella, Sonia
V., et al. 1997.
pp. 128-131. *
4. investigate the effects SSP_S4FE-IIIc- 3. Science and
of force on the motion of d- Health Today 2.
Apolinario,
an object;
Nenita A. 1997.
pp. 161-163. *


CONTENT CODE
5. demonstrate the effect SSP_S4FE- 4. Science and

of gravitational force on IIId-e- Health 2.
the motion of an object; Coronel,
Carmelita C.
6. investigate the forces SSP_S4FE-IIIe 1997. pp. 160-
162. *
exerted by magnets -
3. Light, Heat and Sound The learners The learners should be The learners should be able 1. BEAM 4. Unit 6.
demonstrate able to… to… Distane
understanding of… Learning
demonstrate conceptual 7. investigate how light SSP_S4FE- Modules. DLP
how light, heat understanding of IIIe-f- 45.
interacts with objects and
and sound travel properties/characteristics 2. Science Around
using various of light, heat and sound determine whether an
Us 2. Garcia,
objects object is opaque,
VALI DATI ONCOPY
Ligaya B., et al.

translucent and 1997. pp. 125-
transparent; 126. *
3. Science for
Everyone 2. De
8. investigate how sound SSP_S4FE-IIIf- Lara. Ruth G.
travels through different g- 1997. pp. 120-
media; 121. *
4. Into the Future:
Science and
Health 2.
Estrella, Sonia
V., et al. 1997.
pp. 110-111. *
5. Science for
Daily Use 2.


CONTENT CODE
9. investigate how thermal SSP_S4FE- Menguito, Perla

energy travels through IIIg-h - B., et al. 1997.
pp. 130-131. *
different materials
6. Exploring
Science 2.
Siringan-
Rasalan,
Elizabeth. 1999.
pp. 106-107. *
8. investigate how sound SSP_S4FE-

travels through different IIIh- 1. EASE Physics.
Module 3.
media;
2. EASE Physics.
VALI DATI ONCOPY
Module 16.
10. manipulate simple SSP_S4FE-IIIi-

instruments in performing
laboratory activities related
to light, sound, and thermal
energy.
11. identify ways to protect SSP_S4FE-IIIi-

oneself from exposure to
excessive light, heat, and
sound

4. Soil The learners The learners should be The learners should be able Science Around Us Hand Magnifying
1.1 Types of soil demonstrate able to… to… 3. Garcia, Ligaya B., Lens, 5X
1.1.1 Soil for plant understanding of… 1. compare and contrast SSP_S4ES- et al. 1997. pp. 151-
growth practice precautionary the characteristics of IVa 153. *
the different types measures in planning different types of soil;
of soil activities
2. explain the importance SSP_S4ES-

of soil for plant growth. IVb
1. BEAM I. Unit 7.
The learners The learners should be 3. investigate the different Powers of Water.
2. Water in the demonstrate able to… uses of water from Module 2. August
Environment understanding of… various sources in the SSP_S4ES- 2009.
practice precautionary community; IVc 2. EASE Science I.
2.1 Sources and the different measures in planning Module 13.
importance of sources of water activities VALI DATI ONCOPY
3. Science Around
water suitable for human Us 3. Garcia,
consumption Ligaya B., et al.
1997. pp. 163-
165. *
1. BEAM I. Unit 7.
Powers of Water.
Module 2. August
2009.
SSP_S4ES-
4. infer the importance of
IVd
water in daily activities; 2. Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 166-
168. *
BEAM 5. Unit 6. 16
5. use weather
SSP_S4ES- Blowing in the Wind.
instruments to measure
IVe Distance Learning
the different weather
Modules. DLP 45.
components.

1. Simple
3. Weather The learners The learners should be 6. make simple SSP_S4ES- Anemometer
3.1 Components of demonstrate able to… interpretations about the IVf 2. Aneroid
weather understanding of… weather as recorded in a Barometer, wall-
3.2 Weather practice precautionary type
weather chart;
instruments components of measures in planning 3. Hydrometer/
3.3 Weather chart weather using activities psychometer
simple instruments 4. Magnetic compass
5. Rain gauge
6. Thermometers
7. Wind vane
Science and
Technology I:
Integrated Science
VALI DATI ONCOPY
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 203-204.
*

7.identify safety precautions 1. Into the Future: Classroom
during different weather SSP_S4ES- Science and Thermometer
conditions; IVf-g Health 2. Estrella,
Sonia V., et al.
1997.p. 163. *
2. Science and
Health for Life 2.
Carale, Dr.
Lourdes R. 1997.
p. 208. *
1. Science and
Health 2. Coronel,
Carmelita C.,
1997. p. 206. *
2. Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.
VALI DATI ONCOPY 1997. pp. 164-
165. *
1. BEAM 4. Unit 8.
Distance
Learning
Modules. DLP 58.
2. Science for
Everyone 2. De
Lara, Ruth G.
1997. p. 179. *
3. Science and
Health 2. Coronel,
Carmelita C.
1997. p. 208. *
4. Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.
1997. pp. 168-
169. *
5. Science Around
Us 2. Garcia,
Ligaya B. 1997.
The learners should be pp. 180-181. *
able to…
6. Science Around
practice precautionary Us 2 Teacher’s
measures in planning Manual. Garcia,
activities Ligaya B. 1997.
pp. 143-145. *
1.
4. The Sun The learners 8. describe the changes in SSP_S4ES- 1.BEAM 4. Unit 7.
4.1 Importance of the demonstrate the position and length of IVg-h 11 Solar and Lunar
Sun understanding of… shadows in the Eclipse. Distance
4.2 Effects of Sun on surroundings as the position Learning Modules.
the Sun as the of the Sun changes; DLP 68.
living things
main source of heat 2. BEAM I. 9 The
4.3 Safety precautions Earth and its
and light on Earth
VALI DATI ONCOPY
Neighbors. Shadow
Cast. September
2009.
3. Science and
Health 2. Apostol,
Joy A. 1997. pp.
227-228. *
9.describe the water cycle SSP_S4ES- 1. BEAM 5. Unit 6.

and the role of the Sun in IVh-i 16 Blowing in the
the process; Wind. Distane
Learnig Modules.
DLP 46.
2. BEAM 5. Unit 6.
16 Blowing in the
Wind. Distane
Learnig Modules.
DLP 45.

10.describe the effects of SSP_S4ES-

the Sun; and IVi-j
1. BEAM 3. Unit 5.
Distance Learning
Modules. DLP 52.
11.identify safety SSP_S4ES- 2. BEAM 5. Unit 6.
precautions given the IVj 16 Blowing in the
effects of the Sun. Wind. Distane
Learnig Modules.
DLP 46.
3. Exploring Science
3 Teacher’s
Manual. Alsim-
Madriaga, Lucita.
2000. pp. 163-
165. *
4. Science Around
Us 3. Garcia,
VALI DATI ONCOPY Ligaya b. 1997.
pp. 203-204. *
Use 2. Menguito,
Perla B., et al.
1997. pp. 199-
200. *
6. Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 192-
193. *
7. Science and
Health 3. Emilio,
Jacinto Jr. D., et
al. 1997. pp. 195-
197. *

GRADE 5

CONTENT CODE
Grade 5 – Matter
NFE. Matter 1B:
1. Properties The learners The learner… The learner… Forms,
demonstrate SSP_S5MT- Properties and
1.1 Useful and potentially understanding of… design a product out of 1. evaluate the Ia-b-1 Changes. 2001.
harmful materials local, recyclable solid condition of p. 18.
properties of materials and/ or liquid materials materials whether 1. EASE II. 1. Alcohol Lamp,
to determine whether in making useful VALI DATI ONCOPY
they are useful or Chemistry glass, 150 ml.
they are useful or products. potentially harmful Module 15. Capacity
potentially harmful Lesson 4. 2. Stirring rod
2. NFE. Matter
1B: Forms,
Properties
and Changes.
2001. pp. 33-
36.
3. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
36-37. *
4. Science and
Technology I:
Integrated
Science
Textbook for

CONTENT CODE
SSP_S5MT- First Year.
2. Changes that Materials The learners The learner… 2. investigate Ic-d-2 Villamil,
Undergo demonstrate design a useful product changes that Aurora M.,
understanding of… out of local, recyclable happen in Ed.D. 1998.
solid and/or liquid materials under 47-50. *
changes that materials materials the following 5. Sciene for
undergo due to oxygen conditions: Daily Use 5.
and heat 2.1 presence or Tan, Conchita
lack of T. 2012. pp.
oxygen; and 134-143. *
6. Science and
2.2 application of Technology
III. NISMED.
heat;
1997. pp. 86-
96.
7. Science and
Technology I:
VALI DATI ONCOPY Integrated
Science
Textbook.
NISMED.
2012. pp. 69-
76.
8. Science and
Technology
III: Chemistry
Textbook.
NISMED.
2012. pp. 71-
82.

CONTENT CODE
2. Changes that Materials

Undergo The learners 3. recognize the SSP_S5MT-
demonstrate importance of Ie-g-3
understanding of… recycling, reducing,
reusing, recovering and
repairing in waste
materials undergo management; and
changes due to oxygen
and heat
4.use local, recyclable solid
MISOSA 6.
and/or liquid materials in SSP_S5MT-
Module 17. pp.
making useful products Ih-j-4
7-8.
VALI DATI ONCOPY

CONTENT CODE
1. Parts and Functions The learners The learners should be The Learners should be
demonstrate able to… able to… 1. BEAM 5. Unit Human torso
1.1Humans understanding of… 1. 1 The model
practice proper hygiene Human
1. describe the parts of
1.1.a The reproductive how the parts of the and proper ways of SSP_S5LT-
the reproductive Reproductive
system human reproductive taking care of the IIa-1
system and their System.
system work reproductive organs functions; Distance
Learning
Modules. DLP
1.
2. Science for
Daily Use 5.
VALI DATI ONCOPY
Tan, Conchita
T. 2012. pp.
2-5. *
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
157-159.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
CONTENT CODE
2012. pp.
157-159.
5. NFE. Ang
Reproductive
System. 2001.
pp. 7-10.
1. BEAM 5. Unit
SSP_S5LT- 1. 1 The
2. describe the changes IIa-b-2 Human
that occur during Reproductive
puberty;
System.
Distance
Learning
VALI DATI ONCOPY
Modules. DLP
3.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
12-13. *
3. NFE. Ang
Reproductive
System. 2001.
pp. 27-29.
1. BEAM 5. Unit
SSP_S5LT- 1. 1 The
3. explain the menstrual IIb-c-3 Human
cycle; Reproductive
System.
Distance
CONTENT CODE
Learning
Modules. DLP
4.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
15-17. *
3. NFE. Ang
Reproductive
System.
2001. pp. 11-
14.
1. BEAM 5. Unit
VALI DATI ONCOPY SSP_S5LT- 1. 1 The
4. give ways of taking IIc-d-4 Human
care of the Reproductive
reproductive organs;
System.
Distance
Learning
Module. DLP
5.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
19-22. *
1. MISOSA 4.
how animals reproduce 5. describe the different SSP_S5LT- Science Life
1.2. Animals ways of producing IIe-5 Cycle of
young in different
Animals.
species of animals;
CONTENT CODE
2. Science for
Daily Use 4.
1.2.a reproductive system Lozada,
of animals Buena A., et
al. 2011. pp.
1.2.b different ways of
48-50. *
producing young in
different species of 3. Science and
animals Technoogy II:
Biology
Textbook.
NISMED.
2012. pp.
153-157.
4. Science and
Technology
VALI DATI ONCOPY
II: Biology
Textbook.
NISMED.
2004. pp.
153-157.

CONTENT CODE
1. EASE Biology.
6. describe the Module 7.
1.3. Plants how plants reproduce reproductive parts in SSP_S5LT- Lesson 2. pp.
plants and their IIf-g-6 11-14.
1.3.a reproductive parts in functions;
plants 2. Science for
Daily Use 4.
1.3.b different ways of
Lozada,
propagating plants
Buena A., et
al. 2011. pp.
48-50. *
3. Science and
Technology
II: Biology
VALI DATI ONCOPY
Textbook.
NISMED.
2004. pp.
147-152.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
147-152.
1. MISOSA 4.
7. describe the different SSP_S5LT-
Module 14.
ways of propagating IIf-g-7
plants
2. Science for
Daily Use 4.
Lozada,
Buena A., et
CONTENT CODE
al. 2011. pp.
77-78 and 97-
98. *
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
139-151.
4. Science and
Technology
II: Biology
Textbook.
VALI DATI ONCOPY
NISMED.
2012. pp.
139-151.
2. Ecosystems the interactions among create a hypothetical 8. discuss the interactions SSP_S5LT-
living and nonliving community to show among living things and IIh-i-8
things that take place how organisms nonliving things in
in estuaries and interact and reproduce estuaries and intertidal
2.1 Interactions Among intertidal zones to survive zones; and
Living Things
9. explain the need to
protect and conserve SSP_S5LT-
estuaries and intertidal IIi-j-9
2.1.a Estuaries zones.

CONTENT CODE
2.1.b Intertidal Zones

1. NSTIC Science 1. Meter stick
1. Motion The learners The learners should be The learners should be SSP_S5FE- Manual. 2. Plastic Ruler,
1.1 Measuring time and demonstrate able … able to… IIIa- Integrated 12 inches or 30
distance using understanding of… Science cm
standard units
1. measure distance and time Mnaual. 012- 3. Stopwatch
motion in terms of using appropriate tools and 013.
distance and time standard units 2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
VALI DATI ONCOPY al. 2001. pp.
48-61. *
3. Science and
2. describe the motion of an SSP_S5FE- Technology I:
object by tracing and Integrated
IIIb-
measuring its change in Science
position over a period of time Textbook for
First Year.
The learners Vilamil,
1. Motion demonstrate Aurora M.,
1.1 Measuring time and understanding of… Ed.D. 1998.
pp. 73-74. *
distance using
motion in terms of 4. Science and
standard units
distance and time Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
107-108.

CONTENT CODE
3. construct and interpret a SSP_S5FE-IIIc-

distance and time graph
1. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
48-61. *
2. Science and
Technology
IV: Physics
VALI DATI ONCOPY
Textbook.
NISMED.
2012. pp.
279-280.
The learners The learners should be 1. NSTIC 1. Aluminum rod

2. Light, Heat, and Electricity demonstrate able to… SSP_S5FE- Science 2. Beaker
understanding of… IIId- Manual. 3. Copper rod
2.1 Conductors and 4. classify materials as Chemistry 4. Heat
insulators of heat and how different objects conductors and insulators Science Conduction
of heat and electricity Manual. 075- Apparatus (with

CONTENT CODE
electricity; interact with light, 077. 5 different
heat, and electricity 2. BEAM 5. Unit metals)
2.2 Effects of light, heat, 5. Electric 5. Plastic rod
and electricity on people the effects of light, Cicuits. DLP 6. Steel rod
and objects heat, and electricity 32. 7. Stirring rod
on people and 3. Science and 8. Test Tube
objects Technology Holder
IV: Physics 9. Test Tube Rack
Textbook for 10. Tripod
Fourth Year. 11. Wire Gauze
Rabago, Lilia 12. Wood rod
M., Ph.D., et
al. 2001. p.
350. *
4. Science and
Technology
IV: Physics
VALI DATI ONCOPY Textbook.
NISMED.
2012. pp. 22-
24.
SSP_S5FE- 1. Science and
5. investigate how colors
IIId-e- Technology
affect the ability of the
I: Integrated
object to absorb heat.
Science
Textbook for
First Year.
Villamil,
Aurora M.,
6. relate the ability of the Ed.D. 1998.
material to block, absorb SSP_S5FE- p. 101. *
or transmit light to its use, IIIe-f- 2. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp. 22-
CONTENT CODE
24.

The learners The learners should be able to … 1.BEAM 5. Unit 1. Bulb and bulb
3. Electricity and Magnetism demonstrate able to… SSP_S5FE-IIIf- 5. 12 socket
understanding of… 7. infer the conditions Electromagnet 2. Connectin
3.1 Circuits construct a tool or necessary to make a bulb s. Learning g wires
a simple DC circuit and device using light up Guides. 3. Dry cell holders
3.2 Electromagnets
the relationship between electromagnet that is Powered
electricity and Attraction.
useful for home, school
magnetism in January 2009.
electromagnets or community 2.Science and
Technology
IV: Physics
Textbook for
Fourth Year.
VALI DATI ONCOPY
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
300-301. *
8. determine the effects of SSP_S5FE-IIIf-
changing the number or g- 1. BEAM 5. Unit Electricity and
type of components in a 5. 12 Magnetism Kit:
circuit Electromagne a. 2 pcs – size D
ts. Learning dry cell holder
Guides. b. 2 pcs – dry
Powered cell, size D
Attraction. c. 6 pcs blue
January connecting
2009. wires with
2. Science and alligator clip
Technology and banana
IV: Physics plug
Textbook for d. 1 pc – knife
Fourth Year. switch
Rabago, Lilia e. 3 assembles –
CONTENT CODE
M., Ph.D., et socket with
al. 2001. pp. bulb, terminal
308-310. * binding
f. 100 g –
magnet wire
#20
g. 1 pc – iron
core rod (10-
12 mm Ø x
The learners 100mm)
demonstrate 9. infer that electricity can SSP_S5FE-IIIh
understanding of… be used to produce magnets - 1. BEAM 5. Unit 1. #22 single wire
The learners should be 5. 12 (solid)/ magnet
able … Electromagnet wire
a simple DC circuit and s. Learning 2. Connecting
the relationship between Guides. wires
electricity and construct a tool or Powered 3. Dry cell holder
magnetism in device using VALI DATI ONCOPY
Attraction. 4. Iron rod/nail
electromagnets electromagnet that is January 2009. core
useful for home, school 2. Science and 5. Knife switch
or community Technology
IV: Physics
3. Electricity and Magnetism Textbook for
Fourth Year.
3.1 Circuits Rabago, Lilia
M., Ph.D., et
3.2 Electromagnets
al. 2001. pp.
320-326. *
3. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
190-200.
4. NFE.
Magnetism in
CONTENT CODE
Everyday Life.
2001. pp. 16
and 21-22.

able …
10. design an experiment to BEAM 5. Unit 5. 12
VALI DATI ONCOPY
determine the factors that Electromagnets.

construct a tool or
affect the strength of the SSP_S5FE-IIIi- Learning Guides.
device using electromagnet. Powered
electromagnet that is Attraction.
useful for home, school January 2009.
or community

CONTENT CODE
The learners
demonstrate
understanding of…
a simple DC circuit and

the relationship between
electricity and
magnetism in
electromagnets
VALI DATI ONCOPY
3. Electricity and Magnetism
3.1 Circuits
3.2 Electromagnets

1. Processes that Shape The learners The learners should be The learners should be SSP_S5ES- 1. BEAM 4. 7
Earth’s Surface demonstrate able to… able to… IVa EARTH.
1.1 Weathering and Soil understanding of… participate in projects 1. describe how rocks turn Distance
Erosion that reduce soil erosion into soil; Learning
Introduction of types of weathering and soil in the community Modules. DLP
Rocks before weathering erosion shape the 51.
and erosion Earth’s surface and 2. Science and
affect living things and 2. investigate extent of SSP_S5ES- Technology I:
the environment soil erosion in the IVb-c Integrated
community and its Science
effects on living things Textbook for

CONTENT CODE
and the environment First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
1. Processes that Shape The learners The learners should be 3.suggest ways of reducing p. 164. *
Earth’s Surface demonstrate able to… soil erosion based on the SSP_S5ES- 3. Science and
1.1 Weathering and Soil understanding of… results of an investigation; IVc-d Technology I:
Erosion participate in projects General
weathering and soil that reduce soil erosion Science
erosion shape the in the community Textbook for
Earth’s surface and First Year.
affect living things and Rabago, Lilia
the environment M., Ph.D., et
al. 1997. pp.
174-176. *
4. Science and
Technology I:
VALI DATI ONCOPY Integrated
Science
Textbook.
NISMED.
2012. pp.
223-224.
5. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
220-221. *
4.observe the changes in 1. BEAM 5. Unit Simple

2. Weather Disturbances weather disturbances prepares individual the weather before, during SSP_S5ES- 6. 16 Blowing Anemometer
2.1 Types of weather and their effects on the emergency kit. and after a typhoon; IVe in the Wind.
disturbances: environment. Distance Aneroid
2.2 Effects of weather Learning Barometer, wall-
disturbances on living Modules. DLP type
things and the 50.
CONTENT CODE
environment. 2. MISOSA 5.
The learners The learners should be 5. describe the effects of a SSP_S5ES- Module 24.
demonstrate able to… typhoon on the IVf 3. Science for
understanding of… community given a Daily Use 5.
2. Weather Disturbances prepares individual certain storm warning Tan, Conchita
2.1 Types of weather weather disturbances emergency kit. signal; T. 2012. p.
disturbances: and their effects on the 234. *
2.2 Effects of weather environment. 4. NFE.
disturbances on living Paghahanda
things and the sa Bagyo.
environment. 2011. pp. 5-
11.
1. BEAM 5. Unit
6. 16 Blowing
in the Wind.
Distance
VALI DATI ONCOPY
Learning
Modules. DLP
51.
2. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 207-210.
*
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
CONTENT CODE
149-151.
4. NFE.
Typhoons in
the
Philippines.
2001. pp. 10-
13.
1. Sun-earth-moon
1. MISOSA 4.
3. The Moon The learners The learners should be 6. infer the pattern in the model
Module 33.
3.1 Phases of the Moon demonstrate able to… changes in the SSP_S5ES- 2. Flashlight
2. BEAM 4. 10
appearance of the IVg 3. Ordinary globe
3.2 Beliefs and practices understanding of… Understanding
debug local myths and moon; how the 4. Small ball (e.g.
styorfoam)
the phases of the Moon folklore about the Moon Moon’s motion
and the beliefs and and the Stars by affects Earth.
7. relate the cyclical SSP_S5ES- Distance
practices associated presenting pieces of
pattern to the length of IVh Learning
with it evidence to convince the
a month; and Modules. DLP
community folks 63.
3. BEAM 4. 10
VALI DATI ONCOPY
Understanding
how the
Moon’s motion
affects Earth.
Distance
Learning
Modules. DLP
64.
4. Science and
Health 1.
Santiago, Ma.
Lourdes B.
1997. pp. 195-
196. *
5. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011.
pp. 243-244. *
6. Science and
Health 2.
CONTENT CODE
Apostol, Joy A.,
The learners should be et al. 1997. pp.
able to… 234-235. *
7. Science and
3. The Moon
Technology I:
3.1 Phases of the Moon The learners debug local myths and
Integrated
3.2 Beliefs and practices demonstrate folklore about the Moon Science
understanding of… and the Stars by Textbook for
presenting pieces of First Year.
the phases of the Moon evidence to convince the Villamil, Aurora
and the beliefs and community folks M., Ed.D.
practices associated 1998. pp. 287-
with it 289. *
8. NFE. Myths
and Scientific
Explorations
Behind Natural
Phenomena.
2001.
VALI DATI ONCOPY
1. BEAM 6. Unit
4.The Stars SSP_S5ES- 6.
constellations and the 8. identify star patterns that IVi-j 2. Science and
information derived from can be seen at particular Technology I:
4.1 Patterns of stars
their location in the sky. times of the year. Integrated
(constellation) Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 268-272. *
GRADE 6

PERFORMA NCE LEARNING SCIENCE

CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS EQUIPMENT
Grade 6 – Matter
Properties The learners demonstrate The learners should be The learners should be able to… 1. OHSP
understanding of… able to… Integrated
1. Mixture and their 1. describe the appearance and Science.
Characteristics different types of mixtures prepare beneficial and uses of uniform and non- SSP_S6M Science 1.
and their characteristics useful mixtures such as uniform mixtures; T-Ia-b-1 Quarter 1.
1.1 Homogeneous and drinks, food, and herbal Module 2. pp.
Heterogeneous decoctions (guava as 8-10.
mixtures antiseptic, oregano as 2. EASE Science
cough relief) II. Chemistry
Module 4.
Lesson 2.
3. BEAM 4. 5
Explain what
happens after
VALI DATI ONCOPY
Mixing
Materials.
Learning
Guides. Mix it
Up. July 2009.
pp. 5-7.
4. BEAM 4. 5
Explain what
happens after
mixing it Up.
Distance
Learning
Module. DLP
36.
5. APEX. Phases
of Matter. Unit
1. Chapter 2.
6. Science and
Technology

III. NISMED.
1997. pp. 29-
34.
7. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
38-42. *
8. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil,
VALI DATI ONCOPY
Aurora M.,
Ed.D. 1998.
pp. 57-58. *
9. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 53-
55.
10. NFE.
Preparation
and
Separation
of Mixtures.
2001. pp. 10-
24.
2. Separating Mixtures The learners demonstrate The learners should be 1. MISOSA 5. 1. Beaker, 250
understanding of… able to… Module 17. ml,

2. BEAM III. Unit borosilicate

different techniques to 2. 7 2. Evaporation
separate mixtures separate desired Demonstrate setup (stand
materials from common 2. enumerate techniques in SSP_S6 knowledge of setup,
and local products. separating mixtures such as MT-Ic- simple evaporating
decantation, evaporation, g-2 techniques. dish, ring with
filtering, sieving and using Sparating and stem, wire
magnet; and Preparing gauze,
Mixtures. alcohol
August 2009. lamp/Bunsen
3. APEX. Phases burner, 2
of Matter. Unit universal
1. Chapter 2. clamp, stirring
pp. 50-53. rod)
4. BEAM 4. 5 6. Funnel,
Explain what plastic
VALI DATI ONCOPY
happens after 7. Test

mixing in Tube, Ø
materials. 16mm x
Distance 150mm long,
Learning borosilicate
Materials. DLP 8. Watch
40. glass
5. BEAM 4. 5
Explain what
happens after
mixing in
materials.
Learning
Guides. Mix it
Up. Activity
3.3. July
2009.
6. Chemistry III
Textbook.
Mapa, Amelia

P., Ph.D., et
al. 2001. pp.
42-45. *
7. Science and
Technology
III. NISMED.
1997. pp. 36-
40.
8. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 57-
58.
VALI DATI ONCOPY
9. NFE.
Preparation
and
Separation of
Mixtures.
2001. pp. 25-
35.
3. explain the SSP_S6M Science and

applications and T-Ih-j-3 Technology III.
technology involved in NISMED. 1997.
separating mixtures in pp. 38-40.
the community
(extracting coconut
milk, salt making)


I. Parts and Functions The learners demonstrate The learners should be The learners should be able to…
understanding of… able to… 1. APEX. Biology Human torso
1. explain how the organs of Unit 4. pp. model
1.1Human Body
how the major organs of make a chart showing each organ system work SSP_S6L 88-157.
Systems
the human body work healthful habits that together; T-IIa-b-
1.1.a Musculoskeletal together to form organ promote proper 1 2. EASE Biology.
System systems functioning of the
Module 13.
1.1.b Integumentary musculoskeletal,
System integumentary, digestive,
3. BEAM 6. Unit
1.1.c Digestive System respiratory,circulatory,
nervous and excretory 1. 2 The
1.1.d Respiratory
systems Nervous
System
System. 1
1.1.e Circulatory
Message
System
Sent. Module
1.1.f Nervous System VALI DATI ONCOPY
1. February
1.1.g Excretory System
2008.
4. BEAM II. 4
Organ
System. The
Digestive
System. April
2009. pp. 22-
27.
5. BEAM II. 4
Organ
System.
Circulatory
System. June
2009.


6. BEAM 6. Unit
1. 2 The
Nervous
System.
Module 1.
September
2008.
7. BEAM 5. Unit
1. 3 The
Urinary
System.
Learning
Guides.
VALI DATI ONCOPY
Urinary
System.
January 2008.
8. BEAM 4. 2
People_Huma
n Digestive.
Learning
Guides. Break
it down. May
2009.
9. BEAM 5. Unit
1. 2 The
Human
Respiratory
System.
Learning


Guides.
Respiratory
System. April
2008.
10. BEAM 5.
Unit 1. 1
The Human
Reproductiv
e System.
Learning
Guides.
Human
Reproductiv
VALI DATI ONCOPY
e System.
March 2008.
11. MISOSA 5.
Module 6.
The Urinary
System.
12. MISOSA 5.
Module 4.
The
Respiratory
System.
13. Science for

Daily Use 5.
Tan,
Conchita T.


2012. pp.
25-26 and
49-51. *
14. Science and

Technology
II: Biology
Textbook.
NISMED.
2004. pp.
103-119.
15. Science and

Technology
VALI DATI ONCOPY
II: Biology
Textbook.
NISMED.
2012. pp.
103-119.
16. Science for

Daily Use 4.
Lozada,
Buena A., et
al. 2011. pp.
3-8, 13-15
and 30-32. *
17. NFE. Ang

Organ
System ng
Katawan ng


Tao. 2001.
pp. 10-40.
18. NFE. Ang

Muscular
System
(Unang
Bahagi).
2001. pp.
15-25.
19. NFE. The

Skeletal
System.
VALI DATI ONCOPY
2001. pp.
10-17.
20. NFE. Ang

Respiratory
System.
2001. pp. 3-
15.
21. NFE. The

Nervous
System.
2001. pp. 3-
26.
22. NFE. Ang

Reproductiv
e System.
2001. pp. 5-

10.
23. NFE. The

Urinary
System.
2001. pp. 4-
12.
1. BEAM 6. Unit
2. explain how the different SSP_S6L 1. 2 The
organ systems work T-IIc-d- Nervous
together; 2 System. 1
Message Sent.
2. Illustrate habits promoting SSP_S6L Module 1.
healthy functioning of the T-IIc-d- February
VALI DATI ONCOPY
human body; 3 2008.
2. BEAM II. 4
Organ System.
The Digestive
System. April
2009. pp. 22-
27.
3. BEAM II. 4
Organ System.
Circulatory
System. June
2009.
4. APEX. Biology
Unit 4. pp. 77-
137.
5. BEAM 4. 2
People.
Human
Digestive
System.


Learning
Guides. Break
it Down. May
2009.
6. BEAM 5. Unit
1. 2 The
Human
Respiratory
System.
Learning
Guides.
7. NFE.
Respiratory
System. April
2008.
8. BEAM 5. Unit
VALI DATI ONCOPY
1. 1 The
Human
Reproductive
System.
Learning
Guides.
Human
Reproductive
System. March
2008.
9. MISOSA 5.
Module 6. The
Urinary
System.
10. MISOSA 5.
Module 4.
The
Respiratory
System.
11. NFE. Ang

Organ
System ng
Katawan ng
Tao. 2001.
pp. 35-39.
1.2 .Animal The learners demonstrate The learners should be 3. determine the distinguishing SSP_S6L 1. MISOSA 4.
understanding of… able to… characteristics of T-IIe-f- Module 8.
1.2.a Vertebrates and vertebrates and 4 Animals with
VALI DATI ONCOPY
Invertebrates the different 1. make an inventory of invertebrates; Backbones_

characteristics of vertebrates and The
vertebrates and invertebrates that are Vertebrates.
invertebrates commonly seen in the 2. BEAM 5. Unit
community 2. Vertebrates
2. practice ways of caring and
for and protecting Invertebrates.
animals Distance
Learning
Modules. DLP
16.
3. EASE Biology.
Module 17.
Lesson 1.
4. EASE Biology.
Module 18.
5. Science for
Daily Use 5.
Tan, Conchita

T. 2012. pp.
73-82. *
6. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
258-259.
1. BEAM 5. Unit
1.3 Plants The learners demonstrate The learners should be 5. Make a survey of the SSP_S6L 3. 7 Diffrences
1.3.a Reproduction of understanding of… able to… vertebrates and invertebrates T-IIg-h- in the Plant
Non-flowering plants present in the community; 5
Groups.
how non-flowering plants 1. make a multimedia VALI DATI ONCOPY
reproduce presentation on how 6. Distinguish between spore- Learning

SSP_S6L
parts of the bearing and cone-bearing Guides. Plant
T-IIg-h-
reproductive system of plants in terms of how they 6 Kingdom.
spore-bearing and reproduce; January 2009.
cone-bearing plants
ensure their survival 2. Science and
2. make a flyer on how Technology
plants can be II: Biology
propagated
Textbook.
vegetatively
NISMED.
2012. pp.
140-151.
3. Science and
Technology
II: Biology
Textbook.


NISMED.
2004. pp.
140-151.
1. BEAM 5. Unit Fresh Water

2. Ecosystems The learners demonstrate The learners should be 7. discuss the interactions SSP_S6L 2. 5 Aquarium with
understanding of… able to… among living things and T-IIi-j- 7 Vertebrates Stand
2.1 Interactions Among nonliving things in tropical and
Living Things the interactions among form discussion groups to rain forests, coral reefs, and Invertebrates.
living and nonliving things tackle issues involving mangrove swamps; and Distance
VALI DATI ONCOPY
that take place in tropical protection and Learning

2.1.a Tropical ecosystems conservation of Modules. DLP
Rain forests ecosystems that serve as 18.
2.1.b Coral reef nurseries, breeding 2. BEAM 5. Unit
2.2.c Mangrove places, and habitats for 2. 5
swamps economically important Vertebrates
plants and animals and
Invertebrates.
Distance
Learning
Modules. DLP
19.
3. Science and
Technoogy I:
Integrated
Science
Textbook for
First Year.
Villamil,

Aurora M.,
Ed.D. 1998.
pp. 149-150.
*
8. explain the need to protect SSP_S6L 1. MISOSA 5.

and conserve tropical rain T-IIi-j- 8 Module 11.
forests, coral reefs, and Saving the
mangrove swamps. Coral Reefs.
2. BEAM 5. Unit
2. 5
Vertebrates
and
Invertebrates.
VALI DATI ONCOPY
Distance
Learning
Modules. DLP
18.
3. BEAM 5. Unit
2. 5
Vertebrates
and
Invertebrates.
Distance
Learning
Modules. DLP
19.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.

269-272.
Grade 6 – Force, Motion and Energy

1. Gravitational and The learners demonstrate The learners should be The learners should be able to… 1. EASE Physics. NSTIC SciKit
Frictional Forces understanding of… able to… Module 10. Mechanics:
1. explain how friction and gravity SSP_S6FE- 2. Science and Friction
how gravity and friction produce an advertisement affect movements of different IIIa-b- Technology Apparatus,
affect movement of objects that demonstrates road IV: Physics Hooked Masses,
objects;
safety Textbook for Spring Balances
Fourth Year.
VALI DATI ONCOPY
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
85-91. *
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 95-
96.
4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.

Villamil,
Aurora M.,
Ed.D. 1998.
pp. 68-72. *
5. Science for
Daily Use 4.
Lozada,
1. Gravitational and The learners demonstrate The learners should be The learners should be able to… Buena A., et
Frictional Forces understanding of… able to… al. 2011. pp.
SSP_S6FE- 153-156. *
how gravity and friction produce an advertisement 2. investigate different ways to IIIb-c- 6. Science and
affect movement of objects that demonstrates road reduce or increase friction on Technology I:
safety General
various types of surfaces
Science
Textbook for
First Year.
VALI DATI ONCOPY
Rabago, Lilia
M., Ph.D., et
al. 1997. *
7. NFE. More on
Forces. 2001.
pp. 4-13.
2.Energy The learners demonstrate The learners should be The learners should be able to… 1. EASE Physics. 1. Alcohol Lamp,
understanding of… able to… Module 16. glass, 150 ml.
2.1 Kinetic and Potential 3. define and differentiate 2. OHSP. Module Capacity
Energy how energy is transformed create a marketing kinetic and potential energy. SSP_S6FE- 16. 2. Electricity and
in simple machines strategy for a new product IIIc-e- 3. BEAM IV. Unit Magnetism Kit:
2.2 Simple Machines that demonstrates energy 3. And there a. 2 pcs – size
efficiency involving simple was Light. D dry cell
2.3 Energy transformation machines Activities 3.1B holder
and 3.4A. b. 2 pcs – dry
in simple machines August 2009. cell, size D
4. BEAM IV. Unit c. 6 pcs blue
4. 9 Electrical connecting

Energy wires with

Generation. alligator clip
Electrical and banana
Energy. plug
September d. 1 pc – knife
2008. switch
5. BEAM 5. Unit e. 3 assembles
5. 11 Electric – socket
The learners demonstrate The learners should be 4. manipulate simple machines Circuits. with bulb,
understanding of… able to… to describe their characteristics SSP_S6FE- Distance terminal
2.Energy and uses IIIe-f- Learning binding
how energy is transformed create a marketing Modules. DLP f. 100 g –
2.1 Kinetic and Potential in simple machines strategy for a new product 35. magnet wire
Energy that demonstrates energy 6. BEAM 5. Unit #20
efficiency involving simple 5. 11 Electric g. 1 pc – iron
2.2 Simple Machines machines Circuits. core rod
VALI DATI ONCOPY
Distance (10-12 mm
2.3 Energy transformation Learning Øx
Modules. DLP 100mm)
in simple machines 34.
7. Science and
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
187-191, 215-
226, 234-235
and 289-315. *
8. Science and
Technology I:
General
Science
Textbook for

First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
124-125. *
The learners demonstrate The learners should be 5. explain how potential energy 1. MISOSA 5.
understanding of… able to… and kinetic energy are Module 19.
SSP_S6FE-
transformed in simple 2. OHSP. Module
how energy is transformed create a marketing IIIf-h-
machines 11. Lesson 3.
in simple machines strategy for a new product 3. EASE Physics.
2.Energy that demonstrates energy Module 11.
efficiency involving simple Lesson 3.
2.1 Kinetic and Potential machines 4. BEAM 5. Unit
Energy 5. 13 Simple
Machines.
2.2 Simple Machines Distance
VALI DATI ONCOPY
Learning
2.3 Energy transformation Modules. DLP
40.
in simple machines 5. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D.
1998. pp. 78-
82. *
6. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
178-201. *

7. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
53-64. *
8. NFE. Simple
Machines.
2001. pp. 4-
25.
2.Energy 6.demonstrate the practical and Pulley Set:

SSP_S6FE- 1. MISOSA 5.
a. 1 pc –
VALI DATI ONCOPY
safe uses of simple machines IIIh-i- Module 19.

2.1 Kinetic and Potential double
2. OHSP. Module
Energy 11. Lesson 3. pulley
3. EASE Physics. b. 1 pc –
2.2 Simple Machines Module 11. single pulley
Lesson 3.
2.3 Energy transformation 4. BEAM 5. Unit
5. 13 Simple
in simple machines
Machines.
Distance
Learning
Modules. DLP
40.
5. Science for
Daily Use 5.

Tan, Conchita
T. 2012. pp.
202-203. *
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
57-59. *
7. NFE. Simple
Machines.
2001. pp. 26-
52.
VALI DATI ONCOPY

1. Forces that affect
The learners demonstrate The learners should … The learners should be able to… SSP_S6E 1. MISOSA 6.
changes on the earth’s
understanding of… S-IVa Module 30.
surface design an emergency 1. describe the changes on the 2. OHSP
the effects of earthquakes and preparedness plan Earth’s surface as a result of
1.1 Earthquakes Integrated
and volcanic eruptions and kit earthquakes and volcanic
1.2 Volcanic Eruption Science.
eruptions;
Science 1.
1. Forces that affect The learners demonstrate Quarter 2.
changes on the earth’s understanding of… The learners should … Module 5.
surface 3. MISOSA 6.
the effects of earthquakes design an emergency Module 13.
1.1 Earthquakes and volcanic eruptions and preparedness plan 4. MISOSA 6.
1.2 Volcanic Eruption and kit Module 27.
5. Science and
Technology I:
Integrated

Science
Textbook.
NISMED. 2012.
pp. 182-185.
2.enumerate what to do before, 6. Science and
during and after earthquakes and SSP_S6E Technology I:
volcanic eruptions; S-IVb General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
190. *
SSP_S6E 1. OHSP
VALI DATI ONCOPY
S-IVb-c Integrated
Science.
Science 1.
Quarter 2.
Module 5. pp.
16-17 and 21.
2. MISOSA 6.
Module 30. p.
5.
3. EASE Science
1. Forces that affect The learners demonstrate I. Module 12.
changes on the earth’s understanding of… pp. 32-33.
surface The learners should … 4. BEAM 6. Unit
the effects of earthquakes 5. 12 Volcanic
1.1 Earthquakes and volcanic eruptions: design an emergency Eruptions.
1.2 Volcanic Eruption and preparedness plan Activity 3.1.
and kit November
2008.
5. Science and

Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 191-192.
6. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. pp.
318-323. *
VALI DATI ONCOPY
3.using graphs, make simple SSP_S6E

2.Weather Patterns in the The learners demonstrate interpretations about the weather S-IVb-c 1. BEAM 3. Unit
Philippines understanding of… patterns in the community and 6. Learning
neighboring areas; Guide.
weather patterns and Wearther we
seasons in the Philippines like it or not.
2.1Weather patterns and Module 5.
Seasons in the Philippines. July 2007.
2. Science and
Technology I:
The learners demonstrate Integrated
understanding of… Science
2.Weather Patterns in the 4.describe the different weather Textbook for
Philippines weather patterns and patterns and seasons in the SSP_S6E First Year.
2.1Weather patterns seasons in the Philippines Philippines; S-IVc-d Villamil,
and Seasons in the Aurora M.,
Philippines. Ed.D. 1998.
pp. 209-210.
*

3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
289-290.
4. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
VALI DATI ONCOPY
al. 1997. pp.

241-242. *
5.discuss appropriate activities for SSP_S6E 1. BEAM 3. Unit

specific seasons of the Philippines; S-IVd-e 6. Learning
Guide.
Wearther we
like it or not.
Module 5.
July 2007.
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. p.
243. *
1.
3.Motions of the Earth The learners demonstrate 6.demonstrate rotation and 1. Flashlight
3.1Rotation and understanding of… revolution of the Earth using a 2. Relief Globe
globe to explain day and night 3. Small ball
revolution
and the sequence of seasons; (e.g.

of the earth’s rotation and styorofoam)

revolution 4. Sun-earth-
moon model
7.describe the planets and their SSP_S6E

VALI DATI ONCOPY
4.The Solar System The learners demonstrate satellite; S-IVg 1. EASE Science Solar system
4.1Planets understanding of… I. Module 15. model
Lessons 1 and
characteristics of planets in 3.
2. MISOSA 5.
the solar system.
Module 26.
8.compare the planets of the solar S6ES- Outer Planet.
system; and IVg-h-i 3. MISOSA 5.
Module 25.
Inner Planets.
1. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.

pp. 279-280. *
2. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
251-252. *
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 319-323.
4. Science and
Technology I:
General
VALI DATI ONCOPY
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
296. *
9.construct a model of the solar SSP_S6E 1. EASE Science I.

system showing the relative sizes S-IVj Module 15.
of the planets and their relative Lesson 3.
distances from the Sun. 2. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 279-281.

3. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp.
253-255.
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 319-323.
5. Science and
Technology I:
General Science
Textbook for
VALI DATI ONCOPY
First Year. pp.

294-297.
GRADE 7
CONTENT PERFORMA NCE LEARNING SCIENCE

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS EQUIPMENT
Grade 7 – Matter
Doing Scientific The The learners shall be The learners should be able to… 1. OHSP
Investigations learnersdemonstra able to: Integrated
te an Science I.
1. Ways of acquiring understanding of: 1. describe the components of a Quarter 1.
knowledge and solving Scientific ways 1. conduct scientific investigation; Module 1.
problems of acquiring simple 1.1 differentiate scientific law SSP_S7M 2. BEAM I. Module
1.1 Science as knowledge and investigation and theory T-Ia-1 2.
Inquiry solving that solves 1.2 describe scientific model 3. Chemistry III
1.2 Tools used in problems real life 2. differentiate accuracy and Textbook.
Science problems in precision by citing examples Mapa, Amelia
Investigation their locality 3. determine density of materials P., Ph.D., et al.
1.2.1 Common 2. manipulate 4. apply concepts of significant 2001. pp. 7-9. *
Laboratory common figures, scientific notations, 4. Science and
Apparatus laboratory conversion of units in conducting SSP_S7M Technology III:
1.2.2 Precision apparatus investigation T-Ia-2 Chemistry
and ( balance, beaker, Textbook.
Accuracy graduated cylinder, SSP_S7M NISMED. 2012.
1.2.3 Significant meter stick, T-Ib-3 pp. 3-5.
Figures thermometer) 5. Science and
1.3 Dealing with SSP_S7M Technology III.
numbers in T-Ib-4 NISMED. 1997.
Science pp-14-16.
1.3.1 Scientific
Notation
1.3.2 Conversion
of common
units VALI DATI ONCOPY
(volume,
mass,
length,
temperatur
e)
1.3.3 Rules in
rounding
off
1.3.4 Significant
figures in
computatio
n
Diversity of Materials in the properties of prepare solutions of 5. differentiate the properties of

Environment solutions different unsaturated or saturated solutions;
concentrations using
locally available 6. calculate concentration (% by
materials mass or % by volume)
a. Solutions
7. apply separation techniques in

handling mixtures ( paper
chromatography , powdered charcoal
filtration, sublimation)
1. Diversity of Materials in The learners The learners 1. EASE Science

the Environment demonstrate an demonstrate an II. Module 7.
VALI DATI ONCOPY
understanding of: understanding of: 2. APEX Chemistry

Solutions. Unit
2.2 Substances and the properties of investigate the 8. distinguish substances from SSP_S7M 2. Chapter 1.
Mixtures substances that properties of mixtures based on a set of properties T-Ie-f-8 Lesson 1.
distinguish them substances and (boiling point, melting point, 3. BEAM III. Unit
from mixtures mixtures using conductivity); 3. 8
available materials in Demonstrate
the community for Understanding
specific purposes of Solutions.
The Marvels of
Solutions.
Septermber
2009.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 272-
273. *
5. Science and
Technology III:
The learners Chemistry
demonstrate an The learners Textbook.
2. Diversity of Materials in the understanding of: demonstrate an NISMED. 2012.
Environment understanding of: pp. 114-119.
classifying 6. Science and
2.3 Elements and substances as make a creative Technology III.
Compounds elements or presentation (chart, NISMED. 1997.
compounds poster, or pp. 129-133.
multimedia
presentation) of
common elements
and compounds
showing their names,
symbols, and uses
VALI DATI ONCOPY

1. EASE Science
9. recognize that substances are classified SSP_S7M II. Module 7.
into elements and compounds T-Ig-9 2. APEX
Chemistry
Solutions. Unit
2. Chapter 1.
Lessons 6-7.
3. BEAM III. Unit
SSP_S7M 3. 8
10. separate compounds into T-Ig-h-10 Demonstrate
elements (electrolysis of water and Understanding
decomposition of carbonates) of Solutions.
The Marvels of
Solutions.
September
2009.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
283-290. *
5. Science and
Technology
III: Chemistry
Textbook.
NISMED.
2012. pp. 132-
136.
6. Science and
Technology
III. NISMED.
1997. pp. 142-
153.
1. EASE II.
Module 3.
VALI DATI ONCOPY
Lesson 2.
2. BEAM III. Unit
2. 5
Demonstrate
Skill in
Identifying
Chemical
System. Pure
Substance
and Mixture.
August 2009.
3. EASE I.
Module 5.
Lesson 3.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
38-42.
5. Science and
Technology
III: Chemistry
Textbook.
NISMED.
2012. pp. 34-
38.
6. Science and
Technology
III. NISMED.
1997. pp. 30-
34.
1. EASE II.
Module 3.
Lesson 3.
VALI DATI ONCOPY
2. BEAM III. Unit
2. 6
Demonstrate
Understanding
of Elements.
Elements and
Compounds.
August 2009.
3. EASE I.
Module 5.
Lesson 3.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
45-49.
5. Science and
Technology
III: Chemistry
Textbook.
NISMED.
2012. pp. 52-
56.
6. Science and
Technology
III. NISMED.
1997. pp. 42-
52.
2.4 Acids and Bases The learners Classify common 1. BEAM III.
demonstrate an household materials 11. distinguish substances as acids or Module 3.
understanding of: as acids and bases bases and the corresponding response Lesson 3.
of indicators; SSP_S7M 2. NSTIC Science
the common T-Ii-11 Manual. Biology
properties of acidic Science Manual
and basic mixtures 413. 1.d Acids
12. Apply safety measures in handling
VALI DATI ONCOPY
and Bases.
acidic and basic mixtures of varying pH 3. NSTIC Science
strength SSP_S7M Manual.
T-Ii-12 Chemistry
Science
Manual. pp. 34-
39.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 51-
52. *
5. Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 62-65.
2.5 Metals and Non- The learners Create a useful 13. describe some properties of metals and SSP_S7M 1. APEX. Phases
metals demonstrate an product that applies non-metals such as luster, malleability, T-Ij-13 of Matter.
understanding of: the knowledge of the brittleness,ductility, and conductivity. Unit 1.
properties of metals Chapter 2.
properties of and non-metals 2. EASE II.
metals and (organizer, pencil Module II.
nonmetals case etc.) Lesson 3.
3. EASE I.
Module 5. pp.
16-18 and 23.
4. Science and
Technology
III. NISMED.
1997. pp. 48-
51.
VALI DATI ONCOPY
1. Parts and Functions The learners The learners should The learners should be able to… SSP_S7L
demonstrate an be able to: T-IIa-1 1. BEAM II. 1 Compound
1.1 Microscopy understanding of: 1. identify parts of the microscope and Nature of microscope
employ appropriate their functions; Biology. Tools
the parts and techniques using the
in Biology.
functions of the compound 2. observe specimens using the SSP_S7L April 2009.
compound microscope to gather compound microscope; T-IIb-2
microscope data about very pp. 21-37.
small objects
2. NSTIC
Science
Manual.
Biology
Science
Manual 413M.
27b
Microscope.
3. NSTIC
Science
Manual.
Biology
Science
Manual 413M.
4 The
Compound
Microscope.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
VALI DATI ONCOPY 2012. pp. 12-
15.
5. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 12-
15.
3. describe the different levels of SSP_S7L

1.2 Levels of Biological The learners The learners should biological organization from cell to T-IIc-3
Organization demonstrate an be able to: biosphere; EASE Biology.
understanding of: Module 6.
employ appropriate
the different levels techniques using the
of biological compound
organization microscope to gather
data about very
1.3 Animal and Plant Cells The learners small objects 4. differentiate plant and animal cells SSP_S7L 1. Science and
demonstrate an according to presence or absence of T-IId-4 Technology
understanding of: certain organelles; II: Biology
Textbook.
the difference NISMED.
between animal 2012. pp. 22-
and plant cells 28.
2. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp. 22-
28.
5. explain why the cell is considered the SSP_S7L

basic structural and functional unit of
VALI DATI ONCOPY
T-IId-e- 1. APEX. Unit 2.

all organisms; 5 The Unit Cycle
of Life.
2. BEAM II.
Module 2. The
Basic Units of
Life.
3. EASE Biology.
Module 2.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp. 21-
22.
5. Science and
Technology
II: Biology
Textbook.
NISMED.
The learners should 2004. pp. 21-
be able to: 22.
1.4 Fungi, Protists, and The learners employ appropriate 6. identify beneficial and harmful SSP_S7L 1. Science and
demonstrate an techniques using the microorganisms; T-IIe-f-6 Technology
Bacteria
understanding of: compound II: Biology
microscope to gather 7. Cite economic importance of Textbook.
SSP_S6L
some organisms data about very microorganisms NISMED.
T-IIe-f-7
that can only be small objects 2012. pp.
seen through the 247-268.
microscope, many VALI DATI ONCOPY
2. Science and
of which consist of Technology
only one cell II: Biology
Textbook.
NISMED.
2004. pp.
247-268.
2. Heredity: Inheritance The learners 8. differentiate between asexual and SSP_S7L 1. APEX Biology.
and Variation demonstrate an sexual reproduction in terms of the T-IIg-8 Unit 5. Life
understanding of: number of individuals involved and also Reproduction.
2.1 Asexual reproduction in terms of the similarities between 2. BEAM II. Unit
2.2 Sexual reproduction reproduction being offspring and parents; 1. Different
both asexual or Life Process.
sexual Process of Life.
April 2009.
3. BEAM II. Unit
5.
Reproduction.
Cell Growth
and
Reproduction.
April 2009.
4. EASE Biology.
Module 12.
Lesson 3.
5. Science and
Technology II:
Biology
Textbook.
NISMED.
2012. pp. 139-
142.
6. Science and
Technology II:
Biology
Textbook.
VALI DATI ONCOPY NISMED.
2004. pp. 139-
142.
9. describe the process of fertilization; SSP_S7L 1. MISOSA 5.

T-IIg-9 Module 3.
2. BEAM 5. Unit 1.
1 The Human
Reproductive
System.
Distance
Learning
Modules. DLP2.
3. BEAM 4. Unit 4.
Distance
Learning
Modules.
DLP31.
4. MISOSA 4.
Module 6.
5. APEX. Biology
Unit 5.
Use 4. Lozada,
Buena A., et al.
2011. pp. 76-78.
*
Use 5. Tan,
Conchita T.
2012. pp. 6-10.
*
8. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
VALI DATI ONCOPY pp. 153-157.
9. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 153-157.
3. Ecosystems The learners The learners should 10. differentiate between biotic from SSP_S7L 1. BEAM I. Unit 5.
demonstrate an be able to: abiotic components of an ecosystem; T-IIh-10 1 Living Things
3.1 Components of an understanding of: and Their
ecosystem conduct a Interactions.
3.2 Ecological relationships organisms collaborative action to June 2009.
3.2.a Symbiotic interacting with preserve the 2. EASE I. Module
relationships each other and ecosystem in the 9.
3.2.b Non symbiotic with their locality 3. MISOSA 6.
relationships environment to Components of
3.3 Transfer of energy survive an Ecosystem.
through trophic levels 4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
p. 222. *
11. describe the different ecological SSP_S7L 1. MISOSA 6.

relationships found in an ecosystem; T-IIh-11 Interrelationshi
p among
Organisms.
2. BEAM I. Unit 5.
1 Living Things
and their
Interactions.
VALI DATI ONCOPY
June 2009.
3. EASE Biology.
Module 19.
4. EASE I. Module
10.
5. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 223-226. *
SSP_S7L MISOSA 6. Module

12. predict the effect of changes in
T-IIi-j- 11.
one population on other populations in
12
an ecosystem
13. predict the effect of changes in SSP_S7L 1. MISOSA 6.

abiotic factors on the ecosystem. T-IIi-j- Components of
13 an Ecosystem.
2. EASE I. Module
Grade 7 – Force, Motion and, Energy

1. Motion in One Dimension The learners The learners shall be The learners should be able to… SSP_S7FE- 1. NSTIC Science NSTIC SciKit
1.1 Scalar and Vector demonstrate an able to: IIIa- Manual. Basic and
Quantities understanding of: 1. compare and contrast scalar and Integrated Mechanics:
1.2. Descriptors of Motion vector quantities. Science Manual. Stand Base;
- Distance and motion in one conduct a forum on 413 M. pp. 2-13. Stand Support;
Displacement dimension mitigation and (Module 8). Stand Support;
- Speed and Velocity disaster risk reduction 2. MISOSA 6. Stand Rods;
- Acceleration Module 24. Multi-clamps;
1.3 Visual Representation of 3. EASE Physics. Stopwatch
Motion VALI DATI ONCOPY
Module 10. (digital); Cart-

1.4 Free Fall Motion 4. Science and Rail System;
in One Direction (Downward) Technology I: Motorized
Integrated Cart; Free-Fall
Science Apparatus;
Textbook for Meter Stick;
First Year. Magnetic
The learners The learners shall be The learners should be able to… SSP_S7FE- Villamil, Aurora Compass;
demonstrate an able to: IIIa- M., Ed.D. 1998. Ticker Timer
understanding of: pp. 73-74. * Set
conduct a forum on 2. determine the resultant vector 5. Science and
motion in one mitigation and graphically. Technology IV:
dimension disaster risk reduction Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 50-61.
*
3. describe the motion of an object in SSP_S7FE- Science and
terms of distance and displacement, speed IIIb- Technology IV:
and velocity, and acceleration; Pysics Textbook.
NISMED. 2012. p.
258.
SSP_S7FE-
4. create and interpret visual
IIIb-c- Science and
representations of the motion of objects
Technology IV:
such as tape charts and motion graphs; Physics Textbook.
5. calculate speed, velocity and SSP_S7FE- NISMED. 2012. p.
285.
acceleration; IIIc-
6. describe the motion of free falling SSP_S7FE-

objects in one direction. IIId-
2. Waves 1. OHSP. Module

2.1. Types of Waves The learners The learners should be able to…
VALI DATI ONCOPY
SSP_S7FE- 15.
2.2. Wave Parameters/ demonstrate an IIId- 2. EASE Physics.
Characteristics understanding of: 7. infer that waves carry energy; Module 15.
- Amplitude 3. Science and
- Wavelength waves as a Technology IV:
- Frequency carriers of energy Physics
- Period Textbook for
- Wave Velocity Fourth Year.
Rabago, Lilia M.,
The learners Ph.D., et al.
2. Waves demonstrate an 2001. pp. 194-
2.1. Types of Waves understanding of: The learners shall be 197. *
2.2. Wave Parameters/ able to: 1. OHSP. Module
Characteristics waves as a 8. differentiate transverse from SSP_S7FE- 15.
- Amplitude carriers of energy conduct a forum on longitudinal waves, and mechanical from IIIe- 2. EASE Physics.
- Wavelength mitigation and electromagnetic waves. Module 15.
- Frequency disaster risk reduction 3. Science and
- Period Tecnology IV:
- Wave Velocity Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 202-
203.
9. determine the relationships of SSP_S7FE- 1. OHSP. Module

amplitude, wavelength, frequency, period, IIIe-f- 15.
and wave velocity with each other 2. EASE Physics.
Module 15.
3. Science and
Technology IV:
10. compute wave velocity, wavelength, SSP_S7FE- Physics
frequency and period. IIIf- Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
VALI DATI ONCOPY
2001. pp. 198-

200. *
3. Sound The learners should be able to…
3.1. Characteristics of sound The learners 1. EASE Physics.
- Pitch demonstrate an 11. describe the characteristics of sound Module 16.
- Loudness understanding of: using the concepts of wavelength, wave 2. OHSP. Module
- Quality velocity, amplitude, frequency, and 16.
the characteristics The learners shall be period. 3. Science and
of sound able to: Technology IV:
Physics
The learners conduct a forum on Textbook.
demonstrate an mitigation and NISMED. 2012.
understanding of: disaster risk reduction pp. 371-372.
1. EASE Physics.
the characteristics The learners should be able to… SSP_S7FE- Module 16.
of sound 2. OHSP. Module
IIIf-g-
11. describe the characteristics of sound 16.
using the concepts of wavelength, wave 3. Science and
velocity, amplitude, frequency, and period; Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 372-375.
12. explain sound production in the human SSP_S7FE- 1. EASE Physics.

voice box, and how pitch, loudness, and IIIg- Module 16.
quality of sound vary from one person to 2. OHSP. Module
16.
another;
3. Science and
Technology IV:
Physics
13. describe how organisms produce, SSP_S7FE- Textbook for
transmit, and receive sound of various IIIg- Fourth Year.
frequencies (infrasonic, audible, and Rabago, Lilia
ultrasonic sound). M., Ph.D., et al.
VALI DATI ONCOPY
2001. pp. 221-

226. *
1. EASE Physics.
4. Light The learners The learners shall be The learners should be able to… SSP_S7FE- Module 3.
4.1. Propagation of Light demonstrate an able to: IIIh- 2. Science and
4.2. Characteristics of Light understanding of: 14. relate characteristics of light such as Technology IV:
- Intensity or suggest proper color and intensity to frequency and Physics
Brightness the characteristics lighting in various wavelength Textbook for
- Color of light activities Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. P. 246. *
1. EASE Physics.
15. infer that light travels in a straight SSP_S7FE- Module 3.
line IIIh- 2. Science and
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. P. 236.*
5. Heat The learners 16. infer the conditions necessary for SSP_S7FE- 1. MISOSA 4. Heat
5.1. Heat Transfer demonstrate an heat transfer to occur; IIIh-i- Methods of Heat conduction
- Conduction understanding of: Transfer. metals
- Convection 2. Science and (different
- Radiation how heat is Technology I: metals)
transferred Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
P. 97. *
3. Science and
Technology IV:
VALI DATI ONCOPY
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
The learners shall be
Ph.D., et al.
able to:
2001. P. 187. *
suggest proper
6. Electricity The learners 17. describe the different types of charging SSP_S7FE- 1. EASE Physics.
lighting in various
6.1. Charges demonstrate an processes; IIIi-j- Module 6. Lesson
activities
6.2. Charging processes understanding of: 2.
2. Science and
charges and the Technology IV:
different charging Physics Textbook
processes for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. P. 290. *
18. explain the importance of earthing or SSP_S7FE- EASE Science II.

grounding. IIIi-j- Module 2. p. 19.

1.The Philippine The learners The learners shall be The learners should be able to… SSP_S7ES- EASE 1. Module Ordinary
Environment demonstrate an able to: IVa 14. globe/terestrial
understanding of: 1. demonstrate how places on Earth globe
1.1 Location of the Philippines analyze the may be located using a coordinate
using a coordinate the relation of advantage of the system;
system geographical location of the
1.2. Location of the location of the Philippines in relation
Philippines with respect Philippines to its to the climate, 2. describe the location of the SSP_S7ES-
to landmasses and environment weather, and Philippines with respect to the IVa
bodies of water seasons continents and oceans of the world;
VALI DATI ONCOPY
1.3. Natural Resources the use of earth’s promote an

1.3.1 Uses resources environmental 3. recognize that soil, water, rocks, coal, SSP_S7ES- EASE Science I.
1.3.2 Effects of how human campaign on and other fossil fuels are Earth IVa-b Module 11.
uses the natural conservation of materials that people use as
resources ecological ecological resources resources;
1.3.3 Protection and sustainability
conservation
4. discuss the different ways that SSP_S7ES- 1. EASE Science
people use natural resources that IVb-c I. Module 11.
lead to pollution in soil, water and air 2. Science and
; Technology I:
Integrated
Science
Textbook for
First Year.
SSP_S7ES- Villamil,
5. describe ways of using Earth’s IVc Aurora M.,
resources sustainably; Ed.D. 1998.
Pp. 146-150. *
2.Interactions in the The learners 6. characterize the layers of the SSP_S7ES- 1. EASE Science I.
Atmosphere demonstrate an atmosphere; IVd Module 14.
2.1. Layers of the atmosphere understanding of: 2. Science and
2.2 Greenhouse effect and Technology I:
global warming the different Integrated
2.3 High Pressure and Low phenomena that 7. discuss how energy from the Sun SSP_S7ES- Science
Pressure Areas occur in the The learners shall be interacts with the layers of the IVd-e Textbook.
2.4. Land and sea breezes atmosphere able to: atmosphere; NISMED. 2012.
2.5. Monsoons pp. 310-311.
2.6. Intertropical analyze the 8. explain how some human activities SSP_S7ES-
convergence Zone (ITCZ) advantage of the affect the atmosphere ; IVe 1. EASE Science I.
location of the Module 14.
Philippines in relation VALI DATI ONCOPY
Lesson 4.
to the climate, 9. relate differences in atmospheric 2. BEAM I. 8
weather, and pressure to the occurrence of SSP_S7ES- Changes in the
seasons breezes, monsoons, and the IVf Atmosphere.
Intertropical Convergence Zone Learning Guides.
(ITCZ); Point and Non-
point.
10.account for the occurrence of land SSP_S7ES- September
2.Interactions in the and sea breezes, monsoons, and ITCZ; IVf-g 2009.
Atmosphere 3. Science and
2.1. Greenhouse effect and The learners The learners shall be Technology I:
global warming demonstrate an able to: Integrated
2.3. Land and sea breezes understanding of: Science
2.4. Monsoons analyze the Textbook.
2.5. Intertropical the different advantage of the NISMED. 2012.
convergence zone phenomena that location of the pp. 301-311.
occur in the Philippines in relation Science and
atmosphere to the climate, 11.describe the effects of certain SSP_S7ES- Technology I:
weather, and weather systems in the Philippines; IVg Integrated
seasons Science Textbook.
NISMED. 2012.
pp. 296-299.
MISOSA 5.
Module 24.
3. Seasons in the The learners SSP_S7ES- 1. Science and

12. using models, relate:
Philippines demonstrate an IVh Technology I:
12.1 the tilt of the Earth to the length
3.1. Relation of seasons to understanding of: Integrated
of daytime;
the position of the Sun Science
12.2 the length of daytime to the
in the sky the relationship of Textbook.
amount of energy received;
3.2. Causes of seasons in the the seasons and NISMED. 2012.
12.3 the position of the Earth in its
Philippines the position of the pp. 308-310.
orbit to the height of the Sun in
Sun in the sky
the sky;
2. Science and
12.4 the height of the Sun in the sky
Technology I:
to the amount of energy received;
VALI DATI ONCOPY
Integrated
12.5 the latitude of an area to the
Science
amount of energy the area
Textbook.
receives;
NISMED. 2012.
pp. 287-289.
Science and
Technology I:
13. show what causes change in the
SSP_S7ES- Integrated
seasons in the Philippines using
IVh-i Science Textbook.
models;
NISMED. 2012.
pp. 287-290.
The learners shall be

able to :
4. Tides and its relationship to The learners 14. analyze and interpret patterns of tides SSP_S7E 1. BEAM 4. 11 1. Flashlight
the phases of the Moon demonstrate an Relate the sun- and relate them to the position of the S-IVi-j Solar and Lunar 2. Ordinary
understanding of: Moon and the Sun with respect to the Eclipse. globe
moon- earth
Earth; Distance 3. Sun-earth-
the occurrence of positions and the Learning moon model
tides. occurrence of tides Module. DLP 4. Small ball
66. (e.g.
2. BEAM 4. 11 styrofoam)
Solar and Lunar
Eclipse.
Distance
Learning
5. Eclipses 15. explain how solar and lunar eclipses SSP_S7ES Module. DLP
6.1. Solar Eclipse occur; -IVj 67.
6.2. Lunar Eclipse 3. BEAM 4. 11
Solar and Lunar
Eclipse.
Distance
Learning
Module. DLP
68.
VALI DATI ONCOPY 4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1997.
pp. 290-291. *
5. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 324-325.
1. BEAM 4. 11
16. collect, record, and report data on the SSP_S7ES Solar and Lunar
beliefs and practices of the community -IVj Eclipse.
in relation to eclipses. Learning Guide.
Eclipse.
September
2009.
2. BEAM 4. 11
Solar and Lunar
Eclipse.
Distance
Learning
Module. DLP
69.
GRADE 8

Grade 8 – Force, Motion, and Energy VALI DATI ONCOPY
1. Newton’s Laws of Motion The learners The learners shall The learners should be able to... SSP_S8FE-Ia- 1. EASE NSTIC SciKit
demonstrate an be able to: Physics. Basic and
1.1 Law of Inertia understanding of: 1. recognize inertia as a property of Module 10. Mechanics:
develop a written an object which depends solely Lesson 3. Stand Base;
1.2 Law of Acceleration Newton’s three laws plan and implement upon mass; 2. Science and Stopwatch
of motion and a “Newton’s Technology (digital);
1.3 Law of Interaction uniform circular Olympics” IV: Physics Cart-Rail
motion Textbook. System;
2. Uniform Circular Motion NISMED. Spring Balances;
2012. pp. Ring and
292-296. Cylindrical
3. Science 8 Masses;
Learner’s Meter Stick
Module.
Campo, Pia
C., et al.
2013. pp.
12-17.
4. Science and
Technologyy
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
75-82. *
2. investigate the relationship between SSP_S8FE-Ia- 1. EASE Spring balances

the net force applied; and the mass of Physics.
the object to the rate of change in the Module 10.
Lesson 3.
motion of an object;
2. Science and
VALI DATI ONCOPY
Technology
IV: Physics
Textbook.
The learners shall NISMED.
The learners be able to: 2012. pp.
demonstrate an 296-297.
1. Newton’s Laws of Motion understanding of: develop a written 3. Science 8
plan and implement Learner’s
1.1 Law of Inertia Newton’s three laws a “Newton’s Module.
of Olympics” Campo, Pia
1.2 Law of Acceleration motion and uniform C., et al.
circular motion 2013. pp.
1.3 Law of Interaction 18-20.
4. Science and
2. Uniform Circular Motion Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
83-84. *
1. EASE
3. associate Newton’s laws of motion SSP_S8FE-Ia- Physics.
with daily activities; Module 10.
Lesson 3.
2. Science and
Technology
IV: Physics
Textbook for
Fourth Year.
Ragabo, Lilia
M., Ph.D., et
al. 2001. p.
83. *
The learners shall 3. Science 8
The learners be able to: Learner’s
Module.
VALI DATI ONCOPY
demonstrate an
understanding of: develop a written Campo, Pia
C., et al.
plan and implement
2013. pp. 8-
Newton’s three laws a “Newton’s
10.
1. Newton’s Laws of Motion of motion and Olympics”
uniform circular
1.1 Law of Inertia motion 4. solve problems involving force, mass SSP_S8FE-Ia- 1. EASE
and linear acceleration; Physics.
1.2 Law of Acceleration Module 9.
2. Science and
1.3 Law of Interaction Technology
IV: Physics
2. Uniform Circular Motion Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
58-61. *
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
17-18.
SSP_S8FE-Ib-
5. infer that when a body exerts a
force on another, an equal amount
of force is exerted back on it;
1. EASE Physics.
Module 9.
2. Science and
Technology
The learners shall
IV: Physics
be able to:
6. identify action-reaction forces Textbook for
VALI DATI ONCOPY
The learners SSP_S8FE-Ib-

and differentiate them from net Fourth Year.
demonstrate an develop a written
force; Rabago, Lilia
understanding of: plan and implement
M., Ph.D., et
a “Newton’s 7. demonstrate how a body SSP_S8FE-Ib- al. 2001. Pp.
Newton’s three laws Olympics” responds to changes in its state 106-108. *
of motion and of motion; 3. Science 8
uniform circular
8. relate Newton’s laws of motion to SSP_S8FE-Ib- Learner’s
motion
bodies in uniform circular Module.
1. Newton’s Laws of Motion
motion; Campo, Pia
C., et al.
1.1 Law of Inertia 9. infer that circular motion requires SSP_S8FE-Ib- 2013. P. 18.
the application of constant force
1.2 Law of Acceleration directed toward the center of the
circle.
1.3 Law of Interaction
2. Uniform Circular Motion
1. EASE
2. Work, Power, and Energy The learners The learners should be able to… SSP_S8FE-Ib- Physics.
demonstrate an Module 11.
2.1 Work understanding of: 10. identify situations in which work Lesson 2. pp.
is done and in which no work is 5-8.
2.2 Power work using constant done; 2. Science and
force, power, Technology
2.3 Kinetic Energy and gravitational potential IV: Physics
Potential (Gravitational and energy, kinetic Textbook for
Elastic) Energy energy, and elastic Fourth Year.
potential energy Rabago, Lilia
M., Ph.D., et
al. 2001. Pp.
162-166. *
3. Science and
Technology
IV: Physics
NISMED.
2012. Pp.
309-310.
4. Science 8
Learner’s
The learners Module.
demonstrate an Campo, Pia
2. Work, Power, and Energy understanding of: C., et al.
2013. Pp. 21-
2.1 Work work using constant 24.
force, power, 11. describe how work is related to
2.2 Power gravitational potential power and energy conceptually and SSP_S8FE-Ic- 1. EASE
energy, kinetic Physics.
mathematically;
2.3 Kinetic Energy and energy, and elastic Module 11.
Potential (Gravitational and potential energy Lesson 3. pp.
Elastic) Energy 33-34.
2. Science and
Technology
IV: Physics
The learners shall Textbook for
be able to: Fourth Year.
Rabago, Lilia
develop a written M., Ph.D., et
plan and implement al. 2001. Pp.
a “Newton’s 166-169. *
Olympics” 3. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
316-317.
4. Science 8
Learner’s
Module.
Campo, Pia
VALI DATI ONCOPY C., et al.
2013. pp. 25-
26.
12. differentiate potential and kinetic SSP_S8FE-Ic- 1. BEAM IV. Unit

The learners energy; 1.
demonstrate an 2. EASE Science
understanding of: SSP_S8FE-Ic- 1. Module 8.
13. relate the amount of energy of a Lesson 3.
d-
work using constant body to its mass, speed, and 3. OHSP
2. Work, Power, and Energy force, power, position. Module.
gravitational potential Module 11.
2.1 Work energy, kinetic Lesson 2.
energy, and elastic 4. Science and
2.2 Power potential energy Technology
IV: Physics
2.3 Kinetic Energy and Textbook for
Potential (Gravitational and Fourth Year.
Elastic) Energy Rabago, Lilia
M., Ph.D., et
al. 2001. Pp.
171-174. *
5. Science and
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
310-314.
6. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp. 26-
31.
VALI DATI ONCOPY
3. Sound The learners The learners shall The learners should be able to… SSP_S8FE- 1. OHSP. Diffraction Slits
demonstrate an be able to: Id Module 16. & Diffraction
3.1 Propagation of Sound understanding of: 14. infer how the movement of 2. Science and grating
develop a written particles of an object affects the Technology
3.2 Speed of Sound in the propagation of plan and implement speed of sound through it; IV: Physics
Solids, Liquids, and Gases sound through solid, a “Newton’s Textbook for
liquid, and gas Olympics” Fourth Year.
Rabago, Lilia
15. investigate the effect of SSP_S8FE- M., Ph.D., et
3. Sound The learners The learners shall temperature on the speed of sound Id-e al. 2001. pp.
demonstrate an be able to: through fair testing; 216-218. *
3.1 Propagation of Sound understanding of: 3. Science and
develop a written Technology
3.2 Speed of Sound in the propagation of plan and implement IV: Physics
Solids, Liquids, and Gases sound through solid, a “Newton’s Textbook.
liquid, and gas Olympics” NISMED.
2012. pp.
369-370. *
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. p. 70.
1. OHSP. Module
16. calculate the speed of sound in SSP_S8FE- 16.
2. Science and
reference to temperature. Ie
Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
369-370.
3. Science 8
Learner’s
Module.
VALI DATI ONCOPY
Campo, Pia
C., et al.
2013. pp. 83-
87.
4. Light some properties and discuss phenomena The learners should be able to… 1. EASE
characteristics of such as blue sky, SSP_S8FE- Physics. Prism
4.1 Color Components of visible light rainbow, and red 17.demonstrate the existence of the Ie Module 3.
Visible Light sunset using the color components of visible light Lesson 4.
concept of using a prism or diffraction grating; 2. Science and
4.2 Properties of Light wavelength and Technology
frequency of visible IV: Physics
- Reflection light Textbook for
Fourth Year.
- Refraction Rabago, Lilia
M., Ph.D., et
- Diffraction al. 2001. pp.
266-267. *
- Interference 3. Science and
Technology
4.3 Interaction of light with IV: Physics
Textbook.
matter NISMED.
2012. p. 27.
- Absorption 4. Science 8
Learner’s
- Scattering Module.
Campo, Pia
C., et al.
2013. p. 91.
1. EASE
18. explain the hierarchy of colors in SSP_S8FE- Physics.
relation to energy; Ie-f- Module 3.
Lesson 4.
2. Science and
Technology
III:
Chemistry
Textbook for
VALI DATI ONCOPY
Third Year.
Mapa,
Amelia P.,
Ph.D., et al.
1999. pp.
67-69. *
3. Science 8
Learner’s
Module.
Campo, Pia
The learners The learners shall C., et al.
demonstrate an be able to: 2013. pp.
understanding of: 98-105.
discuss phenomena 4. Chemistry III
some properties and such as blue sky, Textbook.
characteristics of rainbow, and red Mapa,
visible light sunset using the Amelia P.,
concept of Ph.D., et al.
4. Light wavelength and 2001. pp.
frequency of visible 65-66. *
4.1 Color Components of light
Visible Light 19. explain that red is the least bent SSP_S8FE- 1. EASE
and violet the most bent according If Physics.
4.2 Properties of Light to their wavelengths or Module 3.
Lesson 4.
frequencies;
- Reflection 2. Chemistry III
Textbook.
- Refraction Mapa,
Amelia P.,
- Diffraction Ph.D., et al.
2001. pp.
- Interference 65-66. *
3. Science and
4.3 Interaction of light with Technology
20. explain phenomena such as SSP_S8FE-
matter III:
blue sky, rainbow, and red If-
Chemistry
sunset using the concept of
- Absorption Textbook for
wavelength and frequency of
Third Year.
visible light.
VALI DATI ONCOPY
- Scattering Mapa,
Amelia P.,
Ph.D., et al.
1999. pp.
67-69. *
4. Science 8
Learner’s
Module.
Campo, Pia
The learners shall C., et al.
be able to: 2013. pp.
98-105.
discuss phenomena
such as blue sky,
1. EASE
5. Heat The learners rainbow, and red The learners should be able to… SSP_S8FE- Thermometer
Physics.
demonstrate an sunset using the If-g-
Module 13.
understanding of: concept of 21. differentiate between heat and
2. Science 8
temperature at the molecular level;
5.1 Temperature wavelength and 22. identify and compare the SSP_S8FE- Learner’s
heat and frequency of visible different temperature scale; Ig- Module.
5.2 Specific Heat temperature, and the light Campo, Pia
effects of heat on the 23. determine the specific heat and SSP_S8FE- C., et al.
5.3 Heat Capacity body heat capacity of a substance; Ig- 2013. pp.
37-38.
5.4 Thermal Expansion 24. investigate thermal expansion in SSP_S8FE-
solid, liquid and gas. Ih-
SSP_S8FE-
6. Electricity current- voltage- The learners should be able to… Ih- 1. Science and 1. Dry cell
resistance Technology holders
6.1 Ohm’s Law relationship, electric 25. infer the relationship between IV: Physics 2. Multi-meter
power, electric current and charge; Textbook for resistor
6.2 Series and Parallel energy, and home Fourth Year. 3. Switch
Circuit Connections circuitry Rabago, Lilia 4. Wire
M., Ph.D., et connectors
6.3 Electrical Power and VALI DATI ONCOPY
al. 2001. pp.
Electrical Energy 290-293. *
2. Science and
6.4 Electrical Safety at Technology
Home 26. investigate the relationship SSP_S8FE- IV: Physics
among Current (I), Voltage (V), Ih-i- Textbook.
and Resistance (R) in series and NISMED.
parallel circuits; 2012. pp.
The learners 142-143.
demonstrate an 3. Science 8
6. Electricity understanding of: Learner’s
Module.
6.1 Ohm’s Law current- voltage- The learners shall Campo, Pia
resistance be able to: C., et al.
6.2 Series and Parallel relationship, electric 2013. pp.
power, electric discuss phenomena 54-55.
Circuit Connections
energy, and home such as blue sky,
circuitry rainbow, and red 27. explain the advantages and SSP_S8FE- 1. EASE 1. DC Ammeter
6.3 Electrical Power and
sunset using the disadvantages of series and Ii- Physics. 2. DC Voltmeter
concept of parallel connections; Module 7. 3. Dry Cell Size
Electrical Energy wavelength and Lesson 2. D, 1.5 volts
frequency of visible 2. Science and 4. Dry Cell, 9
6.4 Electrical Safety at light Technology volts
Home IV: Physics 5. Dry Cell
Textbook. Holder Size D
NISMED. ( 1set= 4
2012. pp. pcs)
156-160. 6. Miniature
3. Science 8 Light Bulb (1
Learner’s set = 3 pcs)
Module. 7. Miniature
Campo, Pia Light Bulb
C., et al. Base ( 1set =
2013. pp. 3 pcs)
61-63. 8. Set of
Connectors (
1 set = 3-
VALI DATI ONCOPY red, 3- black,
2- white, 2-
blue)
9. Switches,
Knife Type
28. differentiate electrical energy and SSP_S8FE- 1. Science and 1. DC Ammeter

electrical power; Ii- Technology 2. DC Voltmeter
The learners IV: Physics 3. Dry Cell Size
demonstrate an Textbook for D, 1.5 volts
understanding of: Fourth Year. 4. Dry Cell, 9
Rabago, Lilia volts
current- voltage- M., Ph.D., et
resistance al. 2001. pp.
relationship, electric 294-296 and
power, electric 315. *
energy, and home 2. Science and
circuitry Technology
IV: Physics
Textbook.
NISMED.
2012. pp.
166-168 and
6. Electricity 177-178.
6.1 Ohm’s Law 29. explain the functions of circuit SSP_S8FE- 1. EASE Physics. 1. Galvanometer
breakers, fuses, Ij- Module 7. 2. Fuse Holder
6.2 Series and Parallel earthing/grounding, double Lessons 3 and w/ Fuse
Circuit Connections insulation and other safety 4.
devices in the home. 2. Science and
6.3 Electrical Power and Technology
Electrical Energy IV: Physics
Textbook.
6.4 Electrical Safety at NISMED.
Home 2012. pp.
174-177.
VALI DATI ONCOPY

SECOND QUARTER/ SECOND GRADING PERIOD
1. Earthquakes and Faults The learners The learners shall The learners should be able to… 1. MISOSA 6.
demonstrate an be able to: Module 26.
1.1 Active and inactive faults understanding of: 1. using models or illustrations, 2. Science and
1.2 How movements along 1. participate in explain how movements along SSP_S8ES- Technology
faults generate the relationship decision making faults generate earthquakes; IIa I: Integrated
earthquakes between faults and on where to build Science
1.3 How earthquakes generate earthquakes structures based Textbook.
tsunamis on knowledge of NISMED.
1.4 Tsunami preparedness the location of 2012. pp.
1.4 Earthquake focus and active faults in 192-193.
epicenter the community 3. Science 8
1.5 Earthquake intensity and Learner’s
magnitude 2. make an Module.
1.6 Earthquake preparedness emergency plan Campo, Pia
1.7 How earthquake waves and prepare an C., et al.
provide information about emergency kit for 2013. pp.
the interior of the Earth use at home and 116-127.
in school 2. differentiate the SSP_S8ES- 1. MISOSA 6. Seismograph
2.1 epicenter of an earthquake IIa-b Module 28. model
from its focus; 2. Science and
2.2 intensity of an earthquake Technology
from its magnitude; I: Integrated
2.3 active and inactive faults; Science
Textbook.
NISMED.
2012. pp.
193-196.
3. Science 8
VALI DATI ONCOPY
Learner’s
The learners shall Module.
The learners be able to: Campo, Pia
demonstrate an C., et al.
understanding of: 1. participate in 2013. pp.
decision making 125-132.
the relationship on where to build
between faults and structures based 3. demonstrate how underwater SSP_S8ES- 1. MISOSA 6.
earthquakes on knowledge of earthquakes generate tsunamis; IIb Module 27.
the location of 2. Science 8
active faults in Learner’s
the community Module.
Campo, Pia
2. make an C., et al.
emergency plan 2013. pp.
and prepare an 133-136.
emergency kit for
use at home and 4. explain how earthquake waves SSP_S8ES- Science 8
in school provide information about the IIc Learner’s
interior of the earth Module.
Campo, Pia C.,
et al. 2013. pp.
135-136.
2. Understanding Typhoons the formation of 1.Demonstrate 5. explain how landmasses, bodies SSP_S8ES- 1. BEAM 5. Unit
2.1 Factors affecting the typhoons and their precautionary of water, sea surface IId 6. 18
formation of typhoons movement within the measures before, temperature, wind shear and Tropical
(landforms, bodies water, sea PAR during, and after a Coriolis effect affect the Cyclones.
surface temperature, wind typhoon, including formation of typhoons; Learning
shear and Coriolis effect) following Guides.
2.2 Reasons why the Philippines advisories: Tropical
VALI DATI ONCOPY
is prone to typhoons updated storm and Cyclones.

2.3 Effects of landforms and rainfall warning Septermber
bodies of water on typhoons signals, and calls 2008.
2.4 Effects of typhoons for evacuation 2. Science and
2.4.1 flooding given by Technology
2.4.2 landslide government I: Integrated
2.4.3 storm surge agencies in charge Science
Textbook.
2.5 Typhoon Preparedness NISMED.
2012. pp.
285-287.
3. Sciene 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
138-139.
4. Science and
Technology
I: Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 207-208.
6. infer why the Philippines is prone SSP_S8ES- 1. Science and

to typhoons; IId-e Technology
I: Integrated
Science
Textbook for
First Year.
VALI DATI ONCOPY
Villamil,
Aurora M.,
Ed.D. 1998.
p. 207. *
2. Science adn
Technology
I: Integrated
Science
Textbook.
NISMED.
2012. pp.
286-287.
3. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
143-144.
2. participate in 7.trace the path of typhoons that
activities that lessen enter the Philippine Area of SSP_S8ES- Science 8
the risks brought by Responsibility (PAR) using a map and IIe-f Learner’s
typhoons tracking data; Module.
Campo, Pia C.,
et al. 2013. pp.
142-144.
8.explain how landmasses and bodies

of water affect typhoons; SSP_S8ES- Science 8
IIf Learner’s
Module.
9.discuss the different effects of Campo, Pia C.,
typhoons such as flooding, landslide SSP_S8ES- et al. 2013. pp.
and storm surge; IIf-g 139-142.
10.discuss what to do before, during

VALI DATI ONCOPY
and after typhoons;

SSP_S8ES-
IIf-g
3. Other members of the characteristics of discuss whether or 11.compare and contrast comets, SSP_S8ES- 1. BEAM 3. Unit
Solar System comets, meteors, and not beliefs and meteors, and asteroids; IIg-22 6. DLP 54.
3.1 Comets asteroids practices about 2. MISOSA 5,
3.2 Meteors comets and meteors Module 27.
3.3 Asteroids have scientific basis 3. Science and
Technology
I: Integrated
Science
Textbook for
First Year.
The learners discuss whether or Villamil,
demonstrate an not beliefs and Aurora M.,
understanding of: practices about Ed.D. 1998.
comets and meteors pp. 281-283.
characteristics of have scientific basis *
3. Other members of the comets, meteors, and 4. Science and
Solar System asteroids Technology
3.1 Comets I: Integrated
3.2 Meteors Science
3.3 Asteroids Textbook.
NISMED.
2012. pp.
339-340.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013.
pp.156-164.
12. predict the appearance of comets SSP_S8ES- 1. BEAM 3. Unit

based on recorded data of
VALI DATI ONCOPY
IIh-23 6. DLP 54.

previous appearances; and 2. MISOSA 5.
Module 27.
3. Science and
Technology
I: Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 282-283.
4. Science and
Technology
I: Integrated
Science
Textbook.
NISMED.
2012. p. 340.
3. Other members of the The learners discuss whether or 5. Science 8
Solar System demonstrate an not beliefs and Learner’s
3.1 Comets understanding of: practices about Module.
3.2 Meteors comets and meteors Campo, Pia
3.3 Asteroids characteristics of have scientific basis C., et al.
comets, meteors, and 2013. pp.
asteroids 156-158.
13.explain the regular occurrence of SSP_S8ES- 1. Science and

meteor showers. IIi-j-24 Technology
I: Integrated
Science
Textbook for
First Year.
Villamil,
Aurora M.,
VALI DATI ONCOPY
Ed.D. 1998.
p. 281. *
2. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. p. 163.
VALI DATI ONCOPY
Grade 8 – Matter
1. explain the properties of solids, SSP_S8MT-
1. The Particle Nature of The learners The learners shall liquids, and gases based on the IIIa-1 1. EASE Science
Matter demonstrate an be able to: particle nature of matter; I. Module 5.
understanding of: Lesson 2.
1.1 Elements, Compounds, present creatively 2. distinguish elements, compounds 2. Science and
and Mixtures the particle nature of how water and mixtures among a set of SSP_S8MT- Technology
1.2 Atoms and Molecules matter as basis for molecules behave in common materials; IIIa-2 III. NISMED.
explaining properties, different stages of 1997. pp. 55-
physical changes, and the water cycle 3. explain physical changes in terms 64.
structure of of the arrangement and motion of 3. Chemistry III
substances and atoms and molecules; Textbook.
mixtures SSP_S8MT- Mapa, Amelia
4. differentiate atoms and b-3 P., Ph.D., et
construct models of molecules; al. 2001. pp.
solid, liquid and gas 32-33.
4. Science and
(2D and 3D models,
Technology
computer simulator I: Integrated
and applications) SSP_S8MT- Science
b-4 Textbook for
First Year.
Villamil,
Aurora M.,
Ed.D. 1998.
pp. 46-47. *
5. Science 8
VALI DATI ONCOPY Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
179-182.
6. Science and
Technology
I: Integrated
Science
The learners The learners shall Textbook.
Atomic Structure demonstrate an be able to: NISMED.
2.1 Development of the understanding of: 2012. pp. 80-
Structure of the Atom 81.
draw the different 5. determine the number of protons, SSP_S8MT-
2.2 Sub-atomic particles the structure of an models of the atom neutrons, and electrons in a IIIc-5 1. Chemistry III
in the atom atom based on its particular atom; Textbook.
2.2.1 Protons components Mapa, Amelia
2.2.2 Neutrons P., Ph.D., et
2.2.3 Electrons build a model of an al. 2001. p.
atom and 6. describe the historical 137. *
investigate the development of atomic structure SSP_S8MT- 2. Science and
formation of stable (Rutherford and Bohr models of the IIId-6 Technology
and unstable atom) I: Integrated
isotopes of Science
elements using a Textbook for
computer simulator 7. differentiate protons, neutrons First Year.
and electrons Villamil,
SSP_S8MT- Aurora M.,
IIId-7 Ed.D. 1998.
8. describe properties of isotopes
*
and their uses
SSP_S8MT-
IIIe-8
VALI DATI ONCOPY
1.
1. EASE Science
II. Module
10. Lesson 2.
2. BEAM III.
Unit 1. 4
Demonstrate
Understandin
g of
Mathematical
. Number
Makeover.
Intro to
Chemistry.
August 2009.
3. Science and
Technology
III. NISMED.
1997. pp.
220-221.
4. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et
al. 2001. pp.
58-64. *
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
203-205.
3 Periodic Table (PT) of 9. trace the development of the 1. EASE
Elements The learners periodic table from observations SSP_S8MT- Science II.
demonstrate an use the periodic based on similarities in IIIe-9 Module 11.
3.1 Development of the PT understanding of: table to determine VALI DATI ONCOPY
properties of elements Lesson 1.
3.2 Arrangement of elements physical and 2. Chemistry
3.3 Periodic Trends the periodic table of chemical properties 10. explain the periodic trends SSP_S8MT- III
3.4 Reactive and nonreactive elements as an of atom of elements in the periodic table IIIf-g-10 Textbook.
metals organizing tool to (atomic size, ionic size, Mapa,
determine the ionization energy, electron Amelia P.,
chemical properties of affinity, electronegativity) Ph.D., et al.
elements SSP_S8MT- 2001. pp.
11. relate the atomic size to the III-g-11 86-88. *
reactivity of metals 3. Science and
Technology
3. Periodic Table (PT) of 12. use the periodic table to III.
Elements predict the chemical behavior of an SSP_S8MT- NISMED.
investigate element IIIh-12 1997. pp.
3.1 Development of the PT reactivity of metals 237-245.
3.2 Arrangement of elements to acids and water 4. Science and
3.3 Periodic Trends Technology
3.4 Reactive and nonreactive I:
metals Integrated
Science
13. explain how the Quantum Textbook
Mechanical model of the atom SSP_S8MT- for First
describe the energies and positions IIIh-13 Year.
4. Electronic Structure of The learners Villamil,
of the electrons
Matter demonstrate an Aurora M.,
understanding of: Ed.D. 1998.
the development of pp. 52-53.
atomic models that *
4.1 Development of the led to the description 5. Science 8
electronic structure of the of the behavior of Learner’s
atom electrons within Module.
atoms Campo, Pia
4.2 Quantum numbers
C., et al.
4.3 Electron 2013. pp.
configurations 211-212.
4.4 Electron distribution of

elements in the Periodic Table VALI DATI ONCOPY
1. EASE
14. apply the basic principles that SSP_S8MT- Science II.
govern the distribution of electrons IIIh-14 Module 11.
among atomic orbitals; Lesson 2.
2. Chemistry
15. write the electronic SSP_S8MT- III
configuration, orbital and core IIIi- 15 Textbook.
Mapa,
notation of atoms and elements;
Amelia P.,
Ph.D., et al.
16. use the periodic table to
SSP_S8MT- 2001. pp.
determine the distribution of 90-91.
IIIi- j-16
electrons 3. Science and
Technology
III.
NISMED.
1997. pp.
253-259.
4. Science and
Technology
I:
Integrated
Science
Textbook.
NISMED.
2012. pp.
60-61.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
212-217.
VALI DATI ONCOPY

1. Structures and Functions: The learners The learners should The learners should be
Focus on the Digestive demonstrate an be able to: able to… 1. EASE Biology. Human Torso
System understanding of: Module 1. Model
present an analysis of 1. explain ingestion, SSP_S8LT Lesson 1.
1.1 Organs of the digestive 1. the digestive system the data gathered on absorption, assimilation, -IVa-1
system and their interaction and its interaction diseases resulting and excretion; 2. Science and
with organs of the with the circulatory, from nutrient Technology
respiratory, circulatory, and respiratory, and deficiency
excretory systems in II: Biology
excretory systems
providing the body Textbook.
1.2 Changes in food as it with nutrients for NISMED.
undergoes physical and energy 2012. pp. 99;
chemical digestion 109-110.
2. diseases that result The learners should
1.3 Diseases resulting from from nutrient be able to:
VALI DATI ONCOPY
2. gather data on SSP_S8LT 3. BEAM 4. Unit

nutrient deficiency and deficiency and diseases related to -IVb-2 2. Distance
ingestion of harmful ingestion of harmful present an analysis of nutrient deficiency; Learning
substances substances, and the data gathered on
their prevention and diseases resulting Modules. DLP
3. explain how SSP_S8LT-
1.4 Prevention, detection, and treatment from nutrient 16.
diseases of the IVb-3
treatment of diseases of the deficiency digestive system
digestive system 4. Science for
are prevented,
detected, and Daily Use 4.
treated; Lozada,
Buena A., et
al. 2011. pp.
35-36. *
5. Science for
Daily Use 4.
Lozada, Buena
A., et al. 2011. p.
34. *
6. Science 8
Learner’s Module.
Campo, Pia C., et
al. 2013. pp. 308-
313.
2. Heredity: Inheritance and The learners The learners should 4. describe the SSP_S8LT 1. EASE Biology. 1. Meiosis
Variation of Traits demonstrate an be able to: processes involve -IVc-d-4 Module 12. model
understanding of: in cell division Lessons 1 2. Mitosis model
2.1 Stages of mitosis cycle; and 2.
2.2 Stages of meiosis 1. how cells divide to report on the SSP_S8LT 2. BEAM II. Unit
2.3 Mendelian Genetics produce new cells importance of 5. describe the stages of -IVd-5 5. Learning
2. meiosis as one of the variation in plant and VALI DATI ONCOPY
mitosis; Guide.
processes producing animal breeding SSP_S8LT Reproduction.
genetic variations of 6. describe the stages of -IVe-f-6 Cell Growth
the Mendelian meiosis; and
Patterns of SSP_S8LT Reproduction.
Inheritance 7. compare mitosis and -IVe-f-7 April 2009.
meiosis; 3. Science and
Technology
II: Biology
Textbook.
NISMED.
2012. pp.
132-133.
4. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
132-133.
5. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
321-326.
8. explain the significance SSP_S8LT

of meiosis in -IVe-f-8 1. EASE Biology. Meiosis Model
maintaining the Module 12.
chromosome number; Lesson 2.
2. Science and
Technology
II: Biology
Textbook.
NISMED.
VALI DATI ONCOPY 2012. pp.
133-134.
3. Science and
Technology
II: Biology
Textbook.
NISMED.
2004. pp.
133-134.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. pp.
327-328.
1. EASE Biology.
9. predict genotypic ratios SSP_S8LT Module 14.
and their phenotypic -IVg-9 2. Science and
expressions of traits Technology
following simple II: Biology
patterns of inheritance;
Textbook.
NISMED.
2012. Pp.
188-189.
3. Science and
Technology
II: Biology
VALI DATI ONCOPY
Textbook.
NISMED.
2004. Pp.
188-189.
4. Science 8
Learner’s
Module.
Campo, Pia
C., et al.
2013. P. 334.
3. Biodiversity The learners The learners should

demonstrate an be able to: 10. explain the concept of SSP_S8LT
3.1 Species diversity understanding of: a species; -IVg-10
3.2 Hierarchical taxonomic report (e.g., through
system of classification 1. the concept of a a travelogue) on the
3.3 Protection and species activities that
conservation of communities engage
endangered and 2. the species as being in to protect and
economically important further classified into conserve endangered
species a hierarchical and economically
taxonomic system important species
Science 8
Learner’s Module.
Campo, Pia, et al.
2013. P. 224.
Science 8
11. classify organisms SSP_S8LT Learner’s Module.
using the hierarchical -IVh-11 Campo, Pia C., et
taxonomic system;
al. 2013. Pp. 226-
227.
1. Science and
VALI DATI ONCOPY 12. explain the advantage SSP_S8LT Technology I:
of high biodiversity in -IVh-i-12 Integrated
maintaining the
Science
stability of an
ecosystem; Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
P. 231. *
2. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 330-333.
3. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 330-333.
4. Science 8
Learner’s
Module. Campo,
Pia C., et al.
2013. p. 266.
4. Ecosystems The learners The learners should 13. describe the transfer of SSP_S8LT
4.1 Transfer of Energy in demonstrate an be able to: energy through the -IVi-j-13 1. Science and
Trophic Levels understanding of: trophic levels; Technology I:
4.2 Cycling of materials in make a poster Integrated
the ecosystem the one-way flow of comparing food
Science
4.2.a Water cycle energy and the cycling choices based on the
4.2.b Oxygen-carbon cycle of materials in an trophic levels VALI DATI ONCOPY
Textbook for
4.2.c Nitrogen cycle ecosystem First Year.
4.3 Impact of human Villamil, Aurora
activities in an M., Ed.D.
ecosystem 1998. P. 228. *
2. Science 8
Learner’s
Module.
Campo, Pia C.,
et al. 2013. Pp.
273-274.
EASE Science I.
14. analyze the roles of SSP_S8LT Module 10.
organisms in the -IVi-j-14 Lesson 3.
cycling of materials;
1. EASE Science
15. explain how materials SSP_S8LT I. Module 10.
cycle in an ecosystem; -IVi-j-15 Lesson 3.
and
2. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
1998. pp. 150-
151 and pp.
228-231. *
3. Science 8
Learner’s
Module.
VALI DATI ONCOPY
Campo, Pia C.,
et al. 2013. pp.
284-287.
1. EASE Biology.
16. suggest ways to SSP_S8LT Module 19.
minimize human -IVi-j-16
impact on the 2. Science and
environment. Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D.
1998. p. 231. *
3. Science 8
Learner’s
Module.
Campo, Pia C.,
et al. 2013. pp.
288-289.
GRADE 9
VALI DATI ONCOPY

CONTENT CODE
1. Respiratory, Circulatory, and The learners The learners should The learners should be 1. BEAM II. 4 Human torso
Excretory Systems Working demonstrate an be able to: able to… Organ Systems. model
with the other Organ understanding of: Circulatory
Systems conduct an 1. explain how the SSP_S9LT- System. June
1. how the different information respiratory and Ia-1 2008.
structures of the dissemination activity circulatory systems 2. EASE Biology.
circulatory and on effective ways of work together to Module 11.
respiratory systems taking care of the transport nutrients, Lessons 2 and
work together to respiratory and gases, and other 3.
transport oxygen- circulatory systems molecules to and from 3. NFE. Ang
rich blood and based on data the different parts of Respiratory
nutrients to the gathered from the the body; System. 2001.
different parts of the school or local health pp. 3-5.
CONTENT CODE
body workers
2. infer how one’s lifestyle SSP_S9LT-
2. the prevention, can affect the IVa-b-2 1. APEX. Biology
detection, and functioning of the Unit 4. Lessons
treatment of respiratory, circulatory, 11 and 12.
diseases affecting and excretory systems;
the circulatory and 2. NFE. Ang
respiratory systems
Respiratory
System. 2001.
3.The role of the
excretory system in pp. 16-24.
the health of other
body systems 3. Science for Daily
Use 5. Tan,
Conchita T.
2012. pp. 34-35
and 38-39. *
VALI DATI ONCOPY
2. Heredity: Inheritance and The learners The learners should 3. using a model, describe SSP_S9LT- 1. BEAM II. Your
Variation demonstrate an be able to: the parts of the genetic Ic-d-3 Genetic Book of
understanding of: material; Life.
2.1 Location of genes on 2. APEX. Unit 6.
chromosomes 1. how genetic 4. describe the location of SSP_S9LT- Lesson 3.
2.2 Non-Mendelian inheritance information is genes in chromosomes; Ic-d-4 3. Science and
2.2.a Incomplete organized in genes Technology II:
dominance on chromosomes Biology
2.2.b Sex-linked traits Textbook.
2.2.c Multiple alleles 2. the different NISMED. 2012.
2.2.d Multiple genes patterns of pp. 184-185.
inheritance 4. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 184-185.
CONTENT CODE
5. explain the different SSP_S9LT- 1. EASE Biology.
patterns of non- Id-e-5 Module 14.
Mendelian inheritance; Lesson 3.
6. solve a genetic problem SSP_S9LT- 2. Science and

involving non-Mendelian Ie-f-6
Technology:
patterns of inheritance;
Biology
Textbook.
NISMED. 2012.
pp. 179-182.
Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
VALI DATI ONCOPY PP. 179-182.
3. Biodiversity and Evolution The learners The learners should 7. relate species extinction SSP_S9LT-
demonstrate an be able to: to the failure of Ig-h-7 1. EASE Science I.
3.1 Causes of Species understanding of: populations to adapt to Module 11.
Extinction make a multimedia abrupt changes in the Lesson 6.
3.1.a natural how changes in the presentation of a environment; and
3.1.b anthropogenic environment may affect timeline of extinction 2. Science and
species extinction of representative Technology II:
microorganisms,
Biology
plants, and animals
Textbook.
NISMED. 2012.
pp. 328-329.
3. Science and
Technology II:
Biology
CONTENT CODE
Textbook.
NISMED. 2004.
328-329.
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 146-147.
4. Ecosystems The learners The learners should 8. describe the basic SSP_S9LT- 1. BEAM Learning 1. Beaker
demonstrate an be able to: VALI DATI ONCOPY
features of Ii-j-8 Guide Biology 2. Funnel

4.1 Flow of Energy and understanding of: photosynthesis and Food for Life 3. Test tube
Matter in Ecosystems design and conduct respiration and their 2. BEAM Learning 4. Thermometer
1. the structure and an investigation to importance. Guide Biology 5. Tripod
4.1.a Photosynthesis function of plant provide evidence that Creating Energy 6. Alcohol lamp
4.1.b Respiration parts and organelles plants manufacture for Life 7. Wire gauze
involved in their own food 3. EASE Biology 8. Test tube
photosynthesis Module 4 rack
Photosynthesis 9. pH paper
2. the structure and 4. EASE Biology
function of Module 5
mitochondrion as Cellular
the main organelle Respiration
involved in 5. APEX Biology
respiration Unit 3 Life
Energy
Use 5. Tan,
Conchita T.
2012. pp. 96-99.
CONTENT CODE
*
7. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 58-66 and
70-72.
8. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 58-66 and
70-72.
9. NFE. Food
Production and
VALI DATI ONCOPY Utilization in
Plants. 2001.
pp. 4-25.
Grade 9 – Matter
1. 1. explain the SSP_S9MT-
1. Chemical Bonding 2. formation of ionic IIa-b-1
create an informative
3. 1. how atoms combine and covalent bonds
1.1 Lewis theory of ionic brochure on
with other atoms using using Lewis theory
bonding different theories ingredients of
1.2 Lewis theory of 4. common commercial
Covalent Bonding 5. product 2. explain bonding in SSP_S9MT-
6. 2. forces that hold metals in relation to IIb-2
metals together their properties
1.3 Metallic Bonding
3. describe the SSP_S9MT-

1.4 Valence Shell Electron geometry of IIc-3
Pair Repulsion Theory molecules using
(VSEPR) Construct molecular VSEPR
CONTENT CODE
models of inorganic 4. explain bonding SSP_S9MT-
compounds using atomic IIc-4
1.5 Valence Bond Theory orbitals
(VBT) 5. apply the rules in SSP_S9MT-
2. Naming and Writing of Formula 3.rules in naming and writing and IId-5
of Inorganic compounds writing formula of naming
inorganic compounds compounds SSP_S9MT-
6. recognize different IIe-6
types of
compounds (ionic
or covalent) based
on their properties
such as melting
point, hardness,
polarity, and
electrical and
thermal
conductivity
VALI DATI ONCOPY
2.Mole Concept 7. use the mole SSP_S9MT-

concept to express IIe-f-7 1. EASE II. 1. Improvised
2.1 Mass The mole as a unit that calculate the mass of Chemistry covalent
2.2 Moles quantitatively measures percentage substances; and Module 14. bonding model
2.3 Percentage Composition of the number of very composition of Lesson 1. (H2, O2, N2)
a Compound small particles of matter 2. BEAM III. Unit 2. Improvised
different brands of
2.4 Empirical and Molecular 7. 18 ionic bonding
two food products
formulas Demonstrate model (NaCl)
and decide on the Understanding 3. Molecular
products’ appropriate of the Models
percentage Processes. (Inorganic/
composition Bonding. organic)
Module 1. 4. VSEPR kit
March 2009.
3. EASE Science 1.
Module 6.
Lesson 1.
CONTENT CODE
4. Science and
Technology III:
SSP_S9MT- Chemistry
8. determine the
IIg-8 Textbook for
percentage
Third Year.
composition of a
Mapa, Amelia
compound given
determine the mass P., Ph.D., et al.
its chemical
of a substance given 1999. pp. 111-
formula and vice
the number of moles 115. *
versa
and vice versa 5. Chemistry III
Textbook.
Mapa, Amelia
9. calculate the P., Ph.D., et al.
empirical and SSP_S9MT- 2001. pp. 107-
molecular formula IIg-9 112. *
given the 6. Science and
elemental Technology III.
VALI DATI ONCOPY composition NISMED. 1997.
pp. 270-273.
7. Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 329-333.
1. EASE Science
II. Chemistry
Module 14.
Lesson 1.
2. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 117-
120.
CONTENT CODE
The Variety of Carbon 3. Science and
Compounds Technology III.
the type of bonds that NISMED. 1997.
3.1 Carbon Atom carbon forms that result p. 283.
3.2 Organic Compounds in the diversity of carbon
3.3 Functional Groups compounds 10. explain how the SSP_S9MT-
3.4 Naming of Common construct a table of structure of the carbon IIh-10 1. BEAM III. Unit
functional groups atom affects the type of 8. 20
Organic Compounds
commonly found in bonds it forms; Demonstrate
many commercial Understanding
the characteristics of SSP_S9MT- of Chemical
products
organic compounds 11. apply the principles of IIh-11 Bonds. Metallic
based on its functional VSEPR Theory in Link. Module 3.
group predicting the molecular 2. Chemistry III
Textbook.
geometries and bond
Mapa, Amelia
construct molecular angles in organic
P., Ph.D., et al.
models of organic compounds. 2001. pp. 113-
VALI DATI ONCOPY
SSP_S9MT-
compounds IIi-12 115.
12. classify and name 3. Science and
organic compounds Technology III.
according to functional NISMED. 1997.
pp. 279-280.
groups present
4. Science and
SSP_S9MT- Technology III:
13. recognize the general Chemistry
IIj-13
classes or organic Textbook.
compounds; SSP_S9MT- NISMED. 2012.
pp. 333-33.
IIj-14
14. cite uses of organic
compounds
CONTENT CODE

The learners The learners shall be The learners should be
1.Volcanoes demonstrate an able to: able to… EASE Science I.
1.1 Formation and Parts of Volcanoes understanding of: SSP_S9ES – Module 12. p. 24.
1.2 Types of volcanoes (whether active participate in activities 1. describe how volcanoes IIIa
or inactive)
1.3 Volcanic Eruptions (bas ed on style
volcanoes found in the that reduce risks and are formed;
of eruption, and materials emitted) Philippines lessen effects of SSP_S9ES -
1.4 Energy from volcanoes climate change 2.differentiate between IIIa
active and inactive
volcanoes;
VALI DATI ONCOPY
MISOSA 6. Active
3.explain what happens
SSP_S9ES - and Inactive
when volcanoes erupt;
IIIb Volcanoes.
4.describe the different

types of volcanoes SSP_S9ES - 1. MISOSA 6.
based on style of IIIb-c Module 29.
eruption and materials 2. BEAM 6. Unit 5.
emitted. 12 Volcanic
Erruptions.
Volcano Mania.
Module 12.
Activity 3.2.
3. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 189-191.
CONTENT CODE
5. illustrate how energy

SSP_S9ES – MISOSA 6.
from volcanoes may be
IIIc Module 30. p. 8.
tapped for human use;
2.Climate
2.1 Factors that affect climate The learners The learners shall be 6. explain how different SSP_S9ES- 1. BEAM 6. Unit 5. Thermocline
2.2 Types of climate in the Philippines demonstrate an able to: factors affect the IIId Module 13.
2.3. Global climate phenomena
2.3.1 Global warming understanding of: climate of an area; 2. Science and
2.3.3 El Niño participate in activities Technology I:
2.3.4 La Niña factors that affect that reduce risks and Integrated
climate, and the effects lessen effects of Science
of changing climate climate change Textbook.
and how to adapt NISMED. 2012.
accordingly VALI DATI ONCOPY pp. 275-282.
3. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 185-202. *
7. describe the different SSP_S9ES- 1. BEAM 6. Unit

climate types in the IIIe 5. Module 13.
Philippines; 2. Science and
Technology I:
Integrated
8.describe certain climatic SSP_S9ES- Science
phenomena that occur IIIe-f Textbook.
on a global level; NISMED. 2012.
CONTENT CODE
pp. 300-301.
3. Constellations The learners The learners shall be 9. infer the characteristics of SSP_S9ES- 1. BEAM 5. Unit 7. Celestial globe
3.1 Characteristics of stars demonstrate an able to: stars based on the IIIf 20 The Sun.
3.2 Arrangement of stars in a understanding of: characteristics of the 2. EASE Science I.
group discuss whether or Sun; Module 18.
3.3 Changing position of the relationship not popular beliefs 3. Science and
constellations during the between the visible and practices with Technology I:
night and at different times constellations in the sky regard to Integrated
of the year and Earth’s position constellations and Science
3.4 Beliefs and practices about along its orbit astrology have Textbook.
constellations and astrology scientific basis Villamil, Aurora
M., Ed.D. 1998.
pp. 268-270. *
10. infer that the SSP_S9ES- 1. EASE Science I.

arrangement of stars in a IIIg Module 18.
VALI DATI ONCOPY
group (constellation) 2. Science and
does not change; Technology I:
Integrated
Science
Textbook.
Villamil, Aurora
M., Ed.D. 1998.
p. 272. *
3. Constellations
3.1 Characteristics of stars 11. observe that the SSP_S9ES- EASE Science I.
3.2 Arrangement of stars in a position of a IIIg-h Module 18.
group constellation changes in
3.3 Changing position of the course of a night;
constellations during the
CONTENT CODE
night and at different times The learners The learners shall be
of the year demonstrate an able to: 12.show which SSP_S9ES- EASE Science I. Celestial globe
3.4 Beliefs and practices about understanding of: constellations may be IIIh-i Module 18.
constellations and astrology discuss whether or observed at different times
the relationship not popular beliefs of the year using models;
between the visible and practices with
constellations in the sky regard to
and Earth’s position constellations and
along its orbit astrology have
4.Galaxies scientific basis 13.identify and compare SSP_S9ES-
4.1 Types of galaxies the different types of IIIi
4.2 Motions of the different galaxies;
galaxies the characteristics of
4.3 Characteristics of the Milky the Milky Way Galaxy 14.describe the motions of SSP_S9ES-
Way Galaxy galaxies; and IIIi-j
4.3.1 Size
4.3.2 Shape
4.3.3 Objects that make up the VALI DATI ONCOPY
Milky Way Galaxy (sizes, 15. characterize the Milky SSP_S9ES-

composition and relative Way Milky Way Galaxy in IIIj
distances) terms of size, shape,
4.3.4 Latest discoveries objects that make it up
(sizes, composition and
relative distances); and
latest discoveries related
to it.
CONTENT CODE
Grade 9 – Force, Motion, and Energy
1. Projectile Motion
( Motion in Two Dimensions) The learners The learners shall be The learners should be 1. OHSP
1.1 Objects projected vertically demonstrate an able to: able to… Integrated
upward understanding of: Science.
(Free Fall in two directions) propose ways to Quarter 2.
1.2 Objects projected free fall motion in two enhance sports related 1. describe the horizontal SSP_S9FE- Module 3. pp.
horizontally directions, projectile to projectile motion and vertical motions of a IVa-b 4-5.
1.3 Objects projected at angles motion, impulse and projectile; 2. EASE Physics.
between 0 to 90
◦ ◦ momentum, and Module 9.
2. Momentum and Impulse conservation of linear Lesson 3.
momentum 3. Science and
2.1 Momentum
Technology IV:
2.2 Impulse Physics
2.3 Conservation of Linear Textbook for
Momentum Fourth Year.
VALI DATI ONCOPY
Rabago, Lilia
M., Ph.D., et al.
2001. pp. 93-
109. *
The learners The learners shall be 2. investigate the SSP_S9FE- 1. EASE Physics.
demonstrate an able to: relationship between IVb- Module 9.
understanding of: the angle of release and Lesson 3.
propose ways to the height and range of 2. Science and
free fall motion in two enhance sports related the projectile; Technology IV:
directions, projectile to projectile motion Physics
motion, impulse and Textbook for
momentum, and Fourth Year.
conservation of linear Rabago, Lilia
momentum M., Ph.D., et
al. 2001. pp.
93-109. *
CONTENT CODE
Science and
3. Relate impulse and SSP_S9FE- Technology IV:
momentum to IVc- Physics Textbook.
collision of objects NISMED. 2012.
(e.g.,vehicular pp. 298-301.
collision);
4. Infer that the total 1. BEAM IV. Unit NSTIC SciKit

momentum before SSP_S9FE- 5. 12 Force Basic and
and after collision IVc-d and Motion. Mechanics:
is equal in an Energy in Cart-Rail
isolated system. Transportation System;
. August 2008. Cylindrical
2. Science and Masses;
Technology IV: Meter Stick
Physics
Textbook for
VALI DATI ONCOPY
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
112-114. *
SSP_S9FE- 3. Science and
4. Infer that the total IVc-d Technology IV:
momentum before and Physics
The learners shall be after collision is equal; Textbook.
The learners able to: NISMED. 2012.
demonstrate an pp. 301-303
understanding of: propose ways to and 306.
enhance sports related Science and
free fall motion in two to projectile motion 5. examine effects and SSP_S9FE- Technology IV:
directions, projectile predict causes of IVd Physics Textbook.
motion, impulse and collision-related NISMED. p. 298.
momentum, and damages/injuries.
conservation of linear
momentum
CONTENT CODE
2. Work, Power, and Energy The learners The learners shall be 6.explain how mechanical SSP_S9FE- 1. EASE Science
demonstrate an able to: energy is transformed in IVd-e I. Module 8. p.
2.1 Changes in form of understanding of: various physical activities; 18.
mechanical energy create a device that 2. BEAM 5. Unit
2.2 Conservation of energy conservation of shows conservation of 5. 11. Electric
mechanical energy mechanical energy Circuits. DLP
35.
3. Science and
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
170-171. *
VALI DATI ONCOPY 4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
2. Work, Power, and Energy The learners The learners shall be pp. 116-119.
demonstrate an able to:
2.1 Changes in form of understanding of:
mechanical energy create a device that 7. perform activities to 1. BEAM IV. Unit NSTIC SciKit:
2.2 Conservation of energy conservation of shows conservation of demonstrate SSP_S9FE- 5. 11 Force, Basic and
mechanical energy mechanical energy conservation of IVe Power, Work Mechanics:
mechanical energy; and Energy. Stand base,
August 2009. Stand support,
2. EASE Physics. Stand rods,
Module 11. pp. Lever beam;
18-22. Pulleys;
3. OHSP Cart-Rail
Modules. System;
Module 11. pp. Hooked Masses;
CONTENT CODE
18-22. Meter Stick;
4. Science and Spring Balances
Technology
IV: Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. pp.
179-181. *
5. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 119-
VALI DATI ONCOPY 121.
6. Science and
Technology
IV: Physics
7. perform activities to SSP_S9FE- Textbook.
demonstrate IVe NISMED.
2. Work, Power, and Energy The learners The learners shall be conservation of 2012. pp. 314-
demonstrate an able to: mechanical energy; 316.
mechanical energy create a device that
2.2 Conservation of energy conservation of shows conservation of 8. infer that the total SSP_S9FE- 1. EASE Physics.
mechanical energy mechanical energy mechanical energy IVf Module 11.
remains the same Lesson 2.
during any process; 2. OHSP
Modules.
Module 11,
Lesson 2.
3. Science and
Technology
IV: Physics
CONTENT CODE
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et
al. 2001. p.
177. *
4. Science and
Technology I:
Integrated
Science
Textbook.
NISMED.
2012. pp. 121-
122.
5. Science and
Technology
IV: Physics
NISMED.
2012. p. 315.
8. infer that the total SSP_S9FE-

mechanical energy IVf
2. Work ,Power, and Energy The learners The learners shall be remains the same
demonstrate an able to: during any process.
mechanical energy create a device that
2.2 Conservation of energy conservation of shows conservation of
mechanical energy mechanical energy
3. Heat, Work, and Efficiency the relationship among analyze how power 9. infer that heat transfer SSP_S9FE- Science and
3.1 Heat Engines heat, work, and plants generate and can be used to do work, IVf-g Technology IV:
3.2 Work- Energy efficiency transmit electrical and that work involves Physics Textbook
Theorem energy the release of heat; for Fourth Year.
3.3 Efficiency Rabago, Lilia M.,
Ph. D., et al.
CONTENT CODE
2001. pp. 187-
188. *
10. explain why machines SSP_S9FE- Science and

are never 100-percent IVg Technology IV:
efficient; Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph. D., et al.
2001. pp. 187-
188. *
11.explain how heat SSP_S9FE-
transfer and energy IVg-h 1. OHSP. Module
transformation make heat 11.
VALI DATI ONCOPY
engines like geothermal 2. EASE Physics.
plants work; Module 11.
The learners The learners shall be
demonstrate an able to: 1. Science and
understanding of: 12. construct a model to SSP_S9FE- Technology IV:
3. Heat, Work, and Efficiency analyze how power
demonstrate that heat can IVh Physics
3.1 Heat Engines the relationship among plants generate and
do work Textbook for
3.2 Work- Energy heat, work, and transmit electrical Fourth Year.
Theorem efficiency energy Ragabo, Lilia
3.3 Efficiency M., Ph.D., et
al. 2001. pp.
188-191. *
2. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 325-327.
CONTENT CODE
4. Electricity and Magnetism The learners 13. explain how electrical SSP_S9FE- 1. BEAM IV. 9 1. DC Ammeter
4.1 Power generation and demonstrate an energy is generated, IVh-i Electrical 2. DC Voltmeter
energy losses understanding of: transmitted, and Energy 3. Dry Cell
4.2 Transmission and distributed. Generation. Holder Size D
distribution of electrical generation, Electrical ( 1set= 4
energy from power plants transmission, and Energy. pcs)
to homes distribution of electrical 2. Science and 4. Dry Cell Size
4.3 Basic Electronics energy from power Technology IV: D, 1.5 volts
plants to homes, and Physics 5. Dry Cell, 9
basic electronic Textbook for volts
components Fourth Year. 6. Galvanometer
Rabago, Lilia 7. Miniature
M., Ph.D., et Light Bulb
al. 2001. pp. (1 set = 3
342-343. * pcs)
3. Science and 8. Miniature
VALI DATI ONCOPY Technology I: Light Bulb
Integrated Base (1set =
Science. 3 pcs)
NISMED. 2012. 9. Motor-
The learners SSP_S9FE- pp. 131-134. Generator
demonstrate an The learners shall be IVi-j 4. Science and Model
4. Electricity and magnetism understanding of: able to: 14. explain the functions of Technology IV: 10. Set of Coils
4.1 Power generation and resistor, capacitor, diode, Physics 11. Set of
energy losses generation, analyze how power semi-conductor and Textbook. Connectors
4.2 Transmission and transmission, and plants generate and inductor in an electronic NISMED. 2012. (1 set = 3-
distribution of electrical distribution of electrical transmit electrical device pp. 242-246. red, 3- black,
energy from power plants energy from power energy 5. NFE. Proper 2- white, 2-
to homes plants to home, and Use of blue)
4.3 Basic Electronics basic electronic Electricity. 12. Switches,
components 2001. pp. 4-6. Knife Type
13. Variable
Power
Supply, AC-
DC
GRADE 10

CONTENT CODE
Plate Tectonics
1.1 Distribution The learners The learners shall The learners should be 1. OHSP
1.1.1 volcanoes demonstrate an be able to: able to… Integrated
understanding of: Science. Quarter
1.1.2 earthquake epicenters
1. demonstrate 1.describe the 2. Module 5.
1.1.3 mountain belts the relationship ways to ensure distribution of active SSP_S10ES 2. EASE Science I.
1.2 Plate boundaries among the locations disaster volcanoes, earthquake –Ia Module 12.
1.2.1 Types of plate boundaries of volcanoes, preparedness epicenters, and major 3. Science and
1.2.2 Processes and landforms earthquake during mountain belts Technology I:
along plate boundaries (e.g. epicenters, and earthquakes, Integrated
volcanism, seismicity, mountain mountain belts tsunamis, and Science
building) volcanic VALI DATI ONCOPY
Textbook.
1.3 Rock cycle in relation to plate eruptions NISMED. 2012.
tectonics SSP_S10ES pp. 183-189.
2. suggest ways by 2.describe the different –Ia-b 4. Science and
1.4 Plate tectonics in relation to the
which he/she can types of plate boundaries Technology I:
Philippines contribute to Integrated
1.5 Internal structure of the Earth government Science
1.6 Mechanism (possible causes efforts in Textbook for
of movement) reducing damage First Year.
1.7 Evidence of plate movement due to SSP_S10ES Villamil, Aurora
earthquakes, 3.explain the different –Ib-d M., Ed.D. 1998.
tsunamis, and processes that occur pp. 170-178. *
volcanic along the plate
eruptions boundaries;
SSP_S10ES
–Id-e
CONTENT CODE
SSP_S10ES
–Ie-f
The learners 4.relate the rock cycle to

demonstrate an The learners shall plate boundaries;
understanding of: be able to:
the relationship 1. demonstrate

among the locations ways to ensure
of volcanoes, disaster
earthquake preparedness 5.analyze a simplified
epicenters, and during Philippine tectonic map;
mountain ranges earthquakes,
tsunamis, and
volcanic VALI DATI ONCOPY
6.describe the internal SSP_S10ES 1. OHSP
eruptions structure of the Earth; –If-h Integrated
Science.
2. suggest ways by Quarter 2.
which he/she can Module 5.
contribute to Lesson 2.
government 7.describe the possible SSP_S10ES 2. EASE Science I.
efforts in causes of plate –Ih-i Module 12.
reducing damage movement; and Lesson 4.
due to 3. Science and
earthquakes, Technology I:
tsunamis, and General Science
volcanic SSP_S10ES Textbook for
eruptions 8.enumerate the lines of –Ii-j First Year.
evidence that support Rabago, Lillia
plate movement M., Ph.D., et al.
1997. p. 183. *
4. Science and
Technology I:
Integrated
CONTENT CODE
Science
Textbook.
NISMED. 2012.
pp. 180-182.
5. Science and
Technology I:
Integrated
The learners Science
demonstrate an Textbook for
understanding of: First Year.
Villamil, Aurora
the relationship M., Ed.D. 1998.
among the locations The learners shall pp. 173-174. *
of volcanoes, be able to: 1. OHSP
earthquake Integrated
epicenters, and 1. demonstrate Science.
mountain ranges ways to ensure Quarter 2.
disaster VALI DATI ONCOPY Module 5.
preparedness Lesson 2.
during 2. EASE Science I.
earthquakes, Module 12.
tsunamis, and Lesson 4.
volcanic 3. Science and
eruptions Technology I:
Integrated
2. suggest ways by Science
which he/she can Textbook.
contribute to NISMED. 2012.
government pp. 180-182.
efforts in
reducing damage 1. EASE Science I.
due to Module 12.
earthquakes, Lesson 1.
The learners tsunamis, and 2. BEAM 6. Unit 5.
demonstrate an volcanic 10 The
understanding of: eruptions Structure of
Earth’s Interior.
CONTENT CODE
2008.
the relationship 3. MISOSA 6.
among the locations Module 25.
of volcanoes, 4. Science and
earthquake Technology I:
epicenters, and Integrated
mountain ranges Science
The learners shall Textbook for
be able to: First Year.
Villamil, Aurora
1. demonstrate M, Ed.D. 1998.
ways to ensure pp. 157-159.
disaster 5. Science and
preparedness Technology I:
during Integrated
earthquakes, Science
tsunamis, and Textbook.
volcanic VALI DATI ONCOPY NISMED. 2012.
eruptions pp. 175-176.
6. Science and
2. suggest ways by Technology I:
which he/she can General Science
contribute to Textbook for
government First Year.
efforts in Rabago, Lilia M,
The learners reducing damage Ph.D., et al.
demonstrate an due to 1997. pp. 180-
understanding of: earthquakes, 182. *
tsunamis, and
the relationship volcanic
among the locations eruptions 1. EASE Science I.
of volcanoes, Module 12.
earthquake Lesson 4.
epicenters, and 2. OHSP
mountain ranges Integrated
Science.
Quarter 2.
CONTENT CODE
Module 5.
Lesson 2.
3. MISOSA 6.
Module 26.
4. Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998
pp. 170-174. *
5. Science and
Technology I:
Integrated
Science
NISMED. 2012.
pp. 181-182.
6. Science and
Technology I:
The learners General
demonstrate an The learners shall Science
understanding of: be able to: Textbook for
First Year.
the relationship 1. demonstrate Rabago, Lilia
among the locations ways to ensure M, Ph.D., et al.
of volcanoes, disaster 1997. pp.185-
earthquake preparedness 190. *
epicenters, and during
mountain ranges earthquakes,
tsunamis, and
volcanic
eruptions
2. suggest ways by
CONTENT CODE
which he/she can
contribute to
government
efforts in
reducing damage
due to
earthquakes,
tsunamis, and
volcanic
eruptions
VALI DATI ONCOPY
Grade 10 – Force, Motion and, Energy

1. Electromagnetic Spectrum The learners The learners should be 1. BEAM IV. Unit 6.
demonstrate an able to… 16 Radio
understanding of: SSP_S10FE- Communications.
1. compare the relative IIa-b 1 Our World of
the different regions wavelengths of Waves.
of the different forms of Electromagnetic
electromagnetic electromagnetic Waves and
spectrum waves; Communication.
October 2008.
pp. 25-39.
2. EASE Physics.
Module 17.
Lesson 1.
3. Science and
CONTENT CODE
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 267-
271. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 393-394.
2. cite examples of SSP_S10FE- 1. BEAM IV. Unit 6.

practical applications IIb-c 16 Radio
1. Electromagnetic Spectrum The learners VALI DATI ONCOPY
of the different Communications.

demonstrate an regions of EM waves, 1 Our World of
understanding of: such as the use of Waves.
radio waves in Electromagnetic
the different regions telecommunications; Wave and
of the Communication.
electromagnetic October 2008.
spectrum pp. 25-39.
2. EASE Physics.
Module 17.
Lesson 2.
3. Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 271-
284. *
4. Science and
CONTENT CODE
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 394-405.
2. cite examples of
practical applications SSP_S10FE-
of the different IIb-c
VALI DATI ONCOPY
regions of EM waves,
such as the use of
radio waves in
telecommunications;
CONTENT CODE
3. explain the effects of SSP_S10FE- 1. EASE Physics.

EM radiation on living IIc Module 5.
things and the 2. Science and
environment; Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 268-
271. *
VALI DATI ONCOPY
CONTENT CODE
2. Types of Nuclear Radiation The learners 4. explain the nature,

2.1 Alpha Radiation demonstrate an properties, and uses SSP_S10FE-
2.2 Beta Radiation understanding of: of the three types of IId-e
2.3 Gamma Radiation nuclear radiation
the nature, (Alpha, Beta,
properties, and uses Gamma)
of nuclear radiation
3. Light The learners 1. EASE Physics.

demonstrate an 5. predict the Module 3.
3.1 Reflection of Light in Mirrors understanding of: qualitative Lessons 3 and 4.
3.2 Refraction of Light in Lenses characteristics SSP_S10FE- 2. BEAM IV. Unit 2. 1. Basics Lens
the images formed (orientation, type, IIe-f 2 Optical Set
by the different types and magnification) Instruments. 2. Mirror Set
of mirrors and lenses VALI DATI ONCOPY of images formed by Bouncing Light. 3. Student
plane and curved August 2009. Optical Bench
mirrors and lenses; 3. Science and Set
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 238-
240. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 38-46.
CONTENT CODE
6. apply ray 1. BEAM IV. Unit

diagramming SSP_S10FE- 2. 2 Optical
techniques in IIf-g Instruments.
describing the Bouncing Light.
characteristics and August 2009.
positions of images 2. EASE Physics.
formed by mirrors Module 4.
and lenses; Lesson 2.
3. Science and
Technology IV:
7. determine the Physics
location of the image Textbook for
formed by mirrors Fourth Year.
and lenses using Rabago, Lilia M.,
Mirror and Lens Ph.D., et al.
Equation. 2001. pp. 246-
VALI DATI ONCOPY 248. *
4. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 62-65.
1. identify ways in SSP_S10FE- 1. EASE Physics.

which the IIh Module 4.
properties of Lesson 2.
mirrors and 2. Science and
lenses Technology IV:
determine their Physics
use in optical Textbook for
instruments Fourth Year.
(e.g., cameras Rabago, Lilia M.,
and binoculars); Ph.D., et al.
2001. pp. 246-
254. *
CONTENT CODE
3. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 73-79.
4. Electricity and Magnetism 7. demonstrate the SSP_S10FE- 1. BEAM IV. Unit 1. DC Ammeter
The learners generation of IIh-i 4. 9 Electrical 2. DC Voltmeter
4.1 Electromagnetic Induction demonstrate an electricity by Energy 3. Dry Cell Size D,
understanding of: movement of a Generation. 1.5 volts
- Faraday’s Law magnet through a Electrical Energy 4. Dry Cell, 9
the relationship coil; and UP. Student volts
- Lenz’s Law between electricity Activity 4. 5. Dry Cell Holder
and magnetism in September Size D (1 set=
4.2 Motors and Generators
electric motors and 2008. 4 pcs)
generators 2. EASE Physics. 6. Galvanometer
VALI DATI ONCOPY
Module 8. 7. Miniature Light
Activity 3.2. Bulb (1 set = 3
3. Science and pcs)
Technology IV: 8. Miniature Light
Physics Bulb Base (1set
Textbook for = 3 pcs)
Fourth Year. 9. Motor
Rabago, Lilia M., Generator
Ph.D., et al. Model
2001. pp. 326- 10. Set of Coils
328. * 11. Set of
4. Science and Connectors (1
Technology IV: set = 3- red,
Physics 3- black, 2-
Textbook. white, 2-
NISMED. 2012. blue)
pp. 197-199. 12. Switches,
Knife Type
13. Variable
Power
CONTENT CODE
4. Electricity and Magnetism Supply, AC-
DC
4.1 Electromagnetic Induction
- Faraday’s Law 8. explain the operation SSP_S10FE- 1. EASE Physics. Advanced

of a simple electric IIi-j Module 8. pp. Electromagnetism
- Lenz’s Law
motor and 18-19. Kit
4.2 Motors and Generators generator. 2. NSTIC Science
The learners Manual. Physics
demonstrate an Activity Sheets
understanding of: 413 M. pp. 39-
42.
the relationship 3. BEAM IV. Unit
between electricity 4. 9 Electrical
and magnetism in Energy
electric motors and Generation.
generators Electrical Energy
VALI DATI ONCOPY
UP. Student
Activities 10 and
11.
4. Science and
Technology IV:
Physics
Textbook for
Fourth Year.
Rabago, Lilia
M., Ph.D., et al.
2001. pp. 328-
332. *
5. Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 202-210.
CONTENT CODE
1. Coordinated Functions of the The learners The learners shall The learners should be 1. APEX Biology.
Reproductive, Endocrine, and demonstrate an be able to: able to… Unit 5. Lesson
Nervous Systems understanding of: 5.
create a brochure 1. describe the parts of SSP_S10LT- 2. MISOSA 5.
1. organisms as on diseases related the reproductive IIIa-1 Module 1.
having feedback to any of the three system and their 3. MISOSA 5.
mechanisms, organ systems and functions; Module 2.
which are their prevention 4. BEAM 5. Unit 1.
coordinated by the 2. explain the role of SSP_S10LT- 1 The Human
nervous and hormones involved IIIb-2 Reproductive
endocrine systems in the female and System. DLP 1.
male reproductive 5. EASE Biology.
2. how these systems; 6. Module 13.
feedback VALI DATI ONCOPY
Lessons 1 and
mechanisms help 2.
the organism 7. BEAM 5. Unit 1.
maintain 1 The Human
homeostasis to Reproductive
reproduce and System. Human
survive Reproductive
System. March
2008. pp. 17-
22.
8. Science for
Daily Use 5.
Tan, Conchita
T. 2012. pp. 2-
5. *
9. Science and
Technology II:
Biology
CONTENT CODE
Textbook.
NISMED. 2012.
pp. 157-158.
10.Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 157-158.
11. NFE. Ang

Reprodutive
System. 2001.
pp. 7-10.
VALI DATI ONCOPY
11. NFE. Ang

Reproductive
System. 2001.
pp. 7-10
12. EASE Biology.

Module 13.
Lesson 1.
13. BEAM 5. Unit

1. 1 The
Human
Reproductive
System.
CONTENT CODE
Human
Reproductive
System. March
2008. pp. 28-
32.
14. APEX Biology.

Unit 5. pp. 58-
61.
15. EASE Biology.

Module 9. p.
29.
16. Science and

Tehnology II:
Biology
VALI DATI ONCOPY
Textbook.
NISMED. 2012.
pp. 158-159.
17. Science and

Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 158-159.
18. NFE. Ang

Reproductive
System. 2001.
pp. 8 and 10.
CONTENT CODE
3. describe the SSP_S10LT-

feedback IIIc-3 1. APEX Biology.
mechanisms involved Unit 5. pp. 60-
in regulating 61.
processes in the
female reproductive 2. BEAM 5. Unit
system (e.g.,
1. 1 The
menstrual cycle);
Human
Reproductive
System. DLP 4.
3. EASE Biology.
Module 13. pp.
7-10.
VALI DATI ONCOPY

4. Science for
Daily Use 5.
Tan, Conchita.
2012. pp. 15-
17. *
5. NFE. Ang
Reproductive
System. 2001.
pp. 11-12.
4. describe how the SSP_S10LT-

nervous system IIIc-4 1. BEAM 6. Unit
coordinates and 1. 2 The
regulates these Nervous
feedback
System.
mechanisms to
Module 1.
maintain
homeostasis; September
CONTENT CODE
2008.
2. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 114-117.
3. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 114-117.
4. NFE. The
VALI DATI ONCOPY
Nervous
System. 2001.
pp. 3-6.
2. Heredity: Inheritance and The learners 5. explain how protein SSP_S10LT-

Variation demonstrate an is made using IIId-e-5
understanding of: information from 1. APEX. Unit 6.
DNA; pp. 88-89.
1. the information
CONTENT CODE
stored in DNA as 2. EASE Biology.
being used to Module 14. p.
make proteins 24.
2. how changes in a 3. Sience and

DNA molecule may Technology II:
cause changes in
Biology
its product
Textbook.
3. mutations that NISMED. 2012.
occur in sex cells pp. 184-186.
as being heritable
4. Science and
Technology II:
Biology
Textbook.
VALI DATI ONCOPY
NISMED. 2004.
pp. 184-186.
6. explain how SSP_S10LT-

mutations may cause IIIe-f-6 1. APEX. Unit 6.
changes in the p. 88.
structure and
function of a protein; 2. EASE Biology.
Module 15. pp.
14-15.
3. Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
p. 195.
CONTENT CODE
4. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
p. 195.
3. Biodiversity and Evolution The learners The learners shall 7. explain how fossil SSP_S10LT-
1. APEX. Unit 7.
demonstrate an be able to: records, comparative IIIe-f-7
3.1 Mechanisms and evidence understanding of: anatomy (vestigial Lesson 3.
of evolution organs, homologous
how evolution and analogous 2. EASE Biology.
through natural structures), Module 15.
selection can result in comparative Lesson 2.
biodiversity embryology, and
genetic information 3. Science and
provide evidence for Technology II:
VALI DATI ONCOPY
evolution; Biology
Textbook.
NISMED. 2012.
pp. 210-218.
4. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 210-218.
5. Science and
Technology II:
Biology
Teacher’s
Manual for
Second Year.
CONTENT CODE
Rabago, Lilia
M., Ph.D., et al.
1997. pp. 140-
144*.
8. explain the SSP_S10LT-

mechanisms of IIIf-g-8 1. APEX. Unit 7.
evolution (natural Lesson 2.
selection, genetic
drift, migration, and 2. EASE Biology.
mutation); Module 15.
3. Science and
Technology II:
Biology
NISMED. 2012.
pp. 202-207.
4. Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 202-207.
5. Science and
Technology II:
Biology
Teacher’s
Manual for
Second Year.
Rabago, Lilia
CONTENT CODE
M., Ph.D., et
al. 1997. p.
145. *
4. Ecosystems The learners The learners shall 9. explain how species SSP_S10LT- 1. Science and
4.1 Flow of Energy and Matter in demonstrate an be able to: diversity increases IIIh-9
Technology II:
Ecosystems understanding of: the probability of
4.2 Biodiversity and Stability adaptation and Biology
4.3 Population Growth and Carrying 1. the influence of survival of organisms Textbook.
Capacity biodiversity on the VALI DATI ONCOPY
in changing NISMED. 2012.

stability of environments; pp. 220-224.
ecosystems
2. Science and
2. an ecosystem as Technology II:
being capable of
Biology
supporting a
Textbook.
limited number of
organisms NISMED. 2004.
pp. 220-224.
10. explain the SSP_S10LT-

1. APEX Biology.
relationship IIIi- 10
between population Unit 5. Lesson
growth and carrying 8.
capacity; and
2. BEAM I. 5
Living Things.
Module 1.
CONTENT CODE
September
2006.
11. suggest ways to SSP_S10LT- 1. EASE 1.

minimize human IIIj-11
Module 13.
impact on the
Lesson 4.
environment.
2. Science and
Technology I:
General
Science
Textbook for
First Year.
Rabago, Lilia
M., Ph.D., et
al. 1997. p.
VALI DATI ONCOPY
271. *
Grade 10 – Matter
1. Chemical reactions the chemical creatively present 1. distinguish a SSP_S10MT- 1. APEX 1. Charles Law
1.1 Evidence of a Chemical reactions associated chemical reactions chemical change IVa-1 Chemistry. Unit setup
Reaction with biological and involved in from a physical 2. Chapeter 3. 2. (stand setup
industrial processes biological and change Lessons 5, 6 assembly, ring
1.2 Factors affecting Rate of affecting life and the industrial processes and 8. with stem, wire
Reaction environment affecting life and 2. EASE Science gauze, alcohol
the environment II. Module 9. burner)
CONTENT CODE
1.3 Law of Conservation of Mass 3. Chemistry III 3. Erlenmeyer
Textbook. flask, balloon
1.4 Types of Chemical Reactions moles of reactants 2. identify the factors SSP_S10MT- Mapa, Amelia
and products that affect rates and IVa-b-2 P., Ph.D., et al.
involved in a explain them 2001. pp. 244-
chemical reaction according to 253. *
collision theory 4. Science and
Technology III:
Chemistry
3. explain how the
SSP_S10MT- Textbook.
factors affecting the
IVc-3 NISMED. 1997.
rates of chemical
pp. 68-81.
reactions are applied
5. NFE. Gases:
in food preservation
Molecules in
and materials
Motion. 2001.
product
pp. 12-29.
VALI DATI ONCOPY 4. apply the principles SSP_S10MT-

of conservation of IVd-e-4
mass to chemical
reactions
1.5Writing and Balancing of Chemical 5. write a chemical SSP_S10MT-

equation Chemical equation equation IVf-5 1. EASE Biology.
Module 6.
Lesson 1.
6. predict products of
SSP_S10MT- 2. Science and
chemical reactions
IVf-g-6 Technology III:
Chemistry
Textbook.
NISMED. 1997.
pp. 363-391.
3. Chemistry III
CONTENT CODE
1. 6 Reaction Stoichiometry Textbook.
calculate the moles 7. solve mole-mole, SSP_S10MT- Mapa, Amelia
1.6.1 Mole-Mole of reactants and mole-mass and IVg-7 P., Ph.D., et al.
products involved in mass – mass 2001. pp. 373-
1.6.2 Mole – Mass a chemical reaction stoichiometry 385. *
4. Science and
1.6.3 Mass-mass Technology III:
Chemistry
1.6.4 Mass – volume Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp. 378-
392. *
VALI DATI ONCOPY
CONTENT CODE
8. predict products of SSP_S10MT-
1. Chemical reactions the chemical creatively present chemical reactions IVf-5 1. OHSP. 1. Spatula
1.1 Evidence of a Chemical reactions associated chemical reactions Chemistry 2. Triple beam
Reaction with biological and involved in Module 13. balance
industrial processes biological and Lesson 1.
1.2 Factors affecting Rate of affecting life and the industrial processes 2. EASE Science
Reaction environment affecting life and II. Module 13.
the environment Lesson 1.
1.3 Law of Conservation of Mass
3. Chemistry III
1.4 Types of Chemical Reactions Textbook.
calculate the Mapa, Amelia
1.5 Writing and Balancing of number of moles of P., Ph.D., et al.
Chemical equation Chemical reactants and 2001. pp. 142-
equation products involved in 144. *
a chemical reaction 4. Science and
1. 6 Reaction Stoichiometry Technology III:
Chemistry
1.6.1 Mole-Mole VALI DATI ONCOPY
Textbook.
NISMED. 1997.
1.6.2 Mole – Mass 9. identify the factors SSP_S10MT-
pp. 94-95.
that affect rates and IVf-g-6
5. Science and
1.6.3 Mass-mass explain them
Technology III:
according to
Chemistry
1.6.4 Mass – volume collision theory.
Textbook.
NISMED. 2012.
pp. 78-81.
6. Science and
Technology III:
Chemistry
Textbook for
Third Year.
Mapa, Amelia
P., Ph.D., et al.
1999. pp. 147-
149. *
CONTENT CODE
10. explain how the SSP_S10MT- 1. OHSP.
factors affecting the IVg-7 Chemistry
rates of chemical Module 17.
reactions are applied Lesson 1.
in food preservation 2. EASE Science
and materials II. Module 17.
product. Lesson 1.
3. Chemistry III
Textbook.
Mapa, Amelia
P., Ph.D., et al.
2001. pp. 202-
210. *
Science
and
Technology
III:
VALI DATI ONCOPY Chemistry
Textbook.
NISMED.
1997. pp.
2.Gas Laws 8. determinethe 187-199.
construct models relationship Thermometer,
b. Kinetic Molecular how gases behave which show the between: alchohol
Theory based on the motion principle behind gas 8.1 volume and
c. Volume, pressure, and and relative distances laws pressure at
temperature between gas particles constant
relationship temperature of a
d. Avogadro’s law perform an activity gas;
e. Ideal gas law the different applying gas laws 8.2volume and
f. Dalton’s Law of Partial properties of gases temperature at constant
pressure pressure of a gas;
g. Grahams Law of 8.3 volume and amount
Effusion of gas at constant
h. Gas Stoichiometry pressure and
temperature
8.4 explains these
CONTENT CODE
relationships using
the kinetic molecular
theory;
8.5 explain Dalton’s Law
8.6 differentiate effusion
and diffusion
8.7 calculate the amount
of gaseous product
produced from a
chemical reaction in an
ideal condition
3.Biomolecules the structure of 9 recognize the major SSP_S10MT-

biomolecules, which categories of IVj-9
3.1 Elements present in are made up mostly construct a 3D biomolecules such
biomolecules of a limited number model of the as carbohydrates,
3.2 Carbohydrates, lipids, proteins, of elements, such as structure of protein lipids, proteins, and
and nucleic acids carbon, hydrogen, molecule VALI DATI ONCOPY
nucleic acids;
3.2.1 Food Labels oxygen, and nitrogen
10 determine the SSP_S10MT-

presence of specific IVj-10
biomolecules in
common food items
and organic
materials
11 represent the SSP_S10MT-

structures of IVj-11
biomolecules such
as carbohydrates,
lipids, proteins, and
nucleic acids
GLOSSARY
Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions 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 mineral soil), interacting
Ecosystem
as a system.
Electricity A physical phenomenon associated with the presence and flow of electric charge
Energy The capacity to do work
Environment Surroundings
Force A push, a pull, or a resistance exerted upon objects resulting to an interaction or change in the state of motion
Friction The force which resists or opposes the movement of an object sliding or rolling over another with which it is in contact
Gas One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated from one another
Gravity The force that pulls objects towards the center of the earth
Heat The thermal energy in transit
VALI DATI ONCOPY
Light, visible An electromagnetic radiation that is visible to the human eye

Liquid One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume but no fixed shape.
Living Things Anything that has life; all objects that have self-sustaining processes
Magnetism A physical phenomenon associated with the interaction of a magnetic field with metals or another magnet
Matter Anything that has mass and occupies space (volume).
Motion A continuous change in position with respect to a reference point
Natural event An event pertaining to, existing in or produced by nature
Plasma One of the four fundamental states of matter (the others being solid, liquid, a nd gas); its particles a re made up of i onized gases
Solar system Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other obje cts that orbit the Sun.
Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of matter.
Solid
Sound An energy produced by the vibration of molecules that are propagated through different media
Space The boundless three-dimensional extent in which objects and events have relative position and direction
Volcanic eruption 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 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 VALI DATI ONCOPY
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 Philippines
Arabic Number Competency
is prone to typhoons
19
REFERENCES
“Hongkong Curriculum Framework.” Accessed May 11, 2007. http://cd1.edb.hkedcity.net/cd/EN/Content_2908/e00/summary.pdf
American Association for the Advancement of Science (AAAS). Designs for Science Literacy: Project 2061. New York: Oxford University Press, 2000.
Australian Curriculum, Assessment and Reporting Authority. “ACARA’s Response to the Consultation Feedback on the K-10 Australian Curriculum. Australia: ACARA, 2010.
Department of Education, 2002 Basic Education Curriculum : Handbook in Science and Health (Elementary Level ), (Pasig City : Department of Education, 2002)
Department of Education, 2002 Basic Education Curriculum, Department of Education, (Pasig City: Department of Education, 2002).
Department of Education, Curricular Reforms on Education, (Pasig City: Department of Education, 2012)
Department of Education, New Elementary School Curriculum (NESC): Program for Decentralized Education Development, (Manila: Department of Education, 1982).
Ministry of Education and Training. “The Ontario Curriculum Grades 1-8: Science and Technology.” Accessed August 7, 2009.
http://www.edu.gov.on.ca/eng/curriculum/elementar y/sciencetec18.pdf
Ministry of Education, Wellington. “The New Zealand Curriculum Framework.” Accessed May 25, 2007. http://www.tki.org.nz/r/governance/nzcf/NZcurriculum_e.php
VALI DATI ONCOPY
Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy. Trends in International Mathematics and Science. ( Chestnut Hill : TIMMS Publication, 2009).
Science Education Institute-Department of Science and Technology (SEI-DOST) and University of the Philippines National Institute for Science and Mathematics Education
Development (UPNISMED). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UPNISMED, 2011.
SciMathMN. “Minnesota K-12 Framework for Science.” Accessed June 16, 2009. http://ww.scimathmn.org/frameworks_science.htm
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Lower Secondary, Normal (Technical) . Singapore: Ministry of Education,
2008.
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Primary. Singapore: Ministry of Education, 2008.
The Curriculum Development Council. “Hongkong Science Education Curriculum Guide.” Hongkong: The Curriculum Development Council, 2002.
National Institute for Science and Mathematics Education University of the Philippines and Department of Education. Proposed Science Curriculum Framework for Basic
Education. December 2008.
Western Australian Curriculum Council. “The Western Australian Curriculum Framework 1998.” Accessed May 20, 2007.
http://www.curriculum.wa.edu.au/files/pdf/science.pdf
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Republic of the Philippines

K to 12 Curriculum Guide for

(Grade 3 to Grade 10)

K to 12 Special Science Program Curriculum Guide August 2017 Page 2 of 218

Scientific, Technological and

The Conceptual Framework of Science Education

K to 12 Special Science Program Curriculum Guide August 2017 Page 3 of 218

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

K–3 4–6 7–10 11-12

country. They should have acquired

K to 12 Special Science Program Curriculum Guide August 2017 Page 4 of 218

GRADE/LEVEL Grade-Level Standards

K to 12 Special Science Program Curriculum Guide August 2017 Page 6 of 218

GRADE/LEVEL Grade-Level Standards

K to 12 Special Science Program Curriculum Guide August 2017 Page 7 of 218

GRADE/LEVEL Grade-Level Standards

SEQUENCE OF DOMAIN/ STRA NDS PER QUARTER

K to 12 Special Science Program Curriculum Guide August 2017 Page 8 of 218

SPIRALLING OF CONCEPTS GRADE 3 – GRADE 10

Grade 3 Grade 4 Grade 5 Grade 6

CHANGES THAT MATTER UNDERGO

Learners learn that some changes

information helps them decide

K to 12 Special Science Program Curriculum Guide August 2017 Page 10 of 218

Grade 7 Grade 8 Grade 9 Grade 10

PROPERTIES AND STRUCTURE OF MATTER

CHANGES THAT MATTER UNDERGO

LIVING THINGS AND THEIR ENVIRONMENT

Grade 3 Grade 4 Grade 5 Grade 6

Grade 7 Grade 8 Grade 9 Grade 10

PARTS AND FUNCTION: ANIMAL AND PLANTS

They also learn that dissolved wastes

FORCE, MOTION AND ENERGY

Grade 3 Grade 4 Grade 5 Grade 6

FORCE AND MOTION

Grade 7 Grade 8 Grade 9 Grade 10

FORCE AND MOTION

From a simple understanding of motion,

understanding of forces by describing

This time learners recognize that

of the movement of particles. plants operate.

VALI DATI ONCOPY

EARTH AND SPACE

Grade 3 Grade 4 Grade 5 Grade 6

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Grade 7 Grade 8 Grade 9 Grade 10

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PERFORMA NCE LEARNING LEARNING SCIENCE

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1. Science and Health

Grade 3 – Living Things and Their Environment

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4. identify the parts of SSP_S3LT- IIc- 1. BEAM 3. Unit 2. 1. Hand

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10. Science Around Us

7. classify animals SSP_S3LT- IIc- 1. BEAM 3. Unit 2. 1. Hand

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8. state the importance of SSP_S3LT- IIc- 1. BEAM 3. Unit 2.

9. describe proper ways of SSP_S3LT- IIc- 1. BEAM 3. Unit 2.

10. Science Around Us