Republic of the Philippines

Department of Education
DepEdDavao del Sur
Digos City

SCIENCE lX K to 12 CURRICULUM GUIDE PLANNER / BUDGET OF WORK

Day 1 Day 2 Day 3 Day 4 Day 5

FIRST QUARTER Living Things and Their Environment

Content Standard : The learners demonstrate understanding of how the different structures of the circulatory and respiratory systems work together to transport oxygen-rich blood and nutrients
to the different parts of the body

Performance Standard: The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers.

Content:Respiratory and Circulatory Systems, Working with other Organ Systems

Learning Competency: The learners should be able to explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from
the different parts of the body (S7MT – Ia – b –26)

Week 1 1.a - Define respiratory system 2.a Trace the pathway of air 3.a – Define circulatory system 4.a- Describe the heart as the
1.b –Identify the parts and through the respiratory tract 3.b – Identify the major parts of major organ of the circulatory
explain the functions of the the circulatory system system
respiratory system 2.b - Describe how the lungs 4.b – Explain how the blood is
work pumped by the heart

Week 2 1.a –Trace the pathway of the 2.a - Identify and explain the 3.a – Compare the three types of 4.a- Explain the integrated
blood during blood circulation types of blood circulation blood circulation function of the Respiratory and
Circulatory System in the
distribution of nutrients and
oxygen
 Day 1 Day 2 Day 3 Day 4
Content Standard : The learners demonstrate an understanding of the prevention, detection, and treatment of diseases affecting the circulatory and respiratory systems
Performance Standard: The learners should be able to conduct an information dissemination activity on effective ways of taking care of the respiratory and circulatory systems based on data
gathered from the school or local health workers.
Content : Respiratory and Circulatory Systems, Working with other Organ Systems
Learning Competency: The learners should be able to infer how one’s lifestyle can affect the functioning of respiratory and circulatory system . S7MT-Ic-27
Week 3 1.a –Identify unhealthy habits 2.a – Cite respiratory and 3.a – Identify ways of 4.a Present helpful information
and practices that affects the circulatory ailments and diseases preventing diseases in the to other people about the
functioning of both respiratory respiratory and circulatory effective ways of taking care of
and circulatory systems systems. the respiratory and circulatory
3.b –Appreciate the importance system
of healthy lifestyle in avoiding
such diseases

Day 1 Day 2 Day 3 Day 4 Day 5

FIRST QUARTER Heredity: Inheritance and Variation
Content Standard: The learners demonstrate an understanding of how genetic information is organized in genes on chromosomes and the different patterns of inheritance.
Performance Standard:
Learning Competency: The learners should be able to describe the location of genes in chromosomes; (S9LT – Id – 28 –)

Week 4 - Differentiate the chromosome - Describe the different patterns - Cites some examples or current - Identify the components of
structure of prokaryotes and of non-Mendelian inheritance. issues related to non-Mendelian DNA molecule.
eukaryotes. A. Incomplete pattern of inheritance - Construct a model of the
- Identify the location of dominance structure of the DNA ASSESSMENT/ICL
chromosomes of prokaryotes B. Multiple Alleles molecule /
and eukaryotes inside the cell. C. Sex-linked traits . REMEDIATION

Learning Competency: Explain the different patterns of non-Mendelian inheritance; (S9LT-Id-29)

Week 5 D. Discuss incomplete F. Discuss Codominance Test G. Discuss multiple alleles. I. Discuss the different types of
dominance crossing using Punnet square H. Explain the rule of sex-linked diseases in
E. Test crossing using Punnett dominant antigen in human A. Autosomal ASSESSMENT/ICL
square blood types B. Sex-limited\ /
C. Sex-influenced REMEDIATION
J. Give the phenotypic and K. Give the phenotypic and L. Give the phenotypic and
genotypic characteristics of genotypic characteristics of genotypic characteristics of
the offspring in the F1 the offspring in the F1 the different human blood
generation. generation
 Day 1 Day 2 Day 3 Day 4 Day 5
FIRST QUARTER Biodiversity and Evolution
Content standard The learners demonstrate an understanding of:
Howchanges in the environment may affect species extinction
Performance standard Make a multimedia presentation of a timeline of a extinction of representative microorganisms, plants, and animals
Content Causes of Species Extinction
3.1.1 natural
3.1.2 anthropogenic
Learning Competency Relate species extinction to the failure of populations of organisms to adapt abrupt changes in the environment (S9LT – Ie – f – 30)

Week 6 - Define biodiversity - Characterize high and low - Simulate activity that habitat M. Suggest ways on species
- explain the importance of biodiversity destruction can contribute to protection and conservation
biodiversity -Cite some examples of species extinction N. Design programs and project
- Compute the population ecosystem with high and low -Cite factors that causes species that sustains the protection
density biodiversity extinction and conservation of ASSESSMENT
- Identify the distribution -Identify some environmental endangered species DAY
pattern of species problems/ human activities that
causes species extinction
- Explain the effects of species
extinction

Day 1 Day 2 Day 3 Day 4 Day 5

FIRST QUARTER Ecosystems

Content standard The learners demonstrate an understanding of:
1. the structure and function of plant parts and organelles involved in photosynthesis
2. the structure and function of mitochondrion as the main organelle involved in respiration
Performance standard The learners should be able to:
1. design and conduct an investigation to provide evidence that plants can manufacture their own food
Content 4.1 Flow of energy and matter in ecosystems
4.1.1 Photosynthesis
4.1.2 Respiration
Learning Competency Differentiate basic features and importance of photosynthesis and respiration (S9LT – Ig – j – 31)
Week 7
- Define photosynthesis - Describe the internal structures - Identify the different parts of a - Identify the necessary materials
- Describe the important of the leaf and its function chloroplast & explain different needed for photosynthesis
features of photosynthesis parts function - Discuss how sunlight affect the
rate value of photosynthesis & ASSESMENT DAY
the role of CO₂ in photosynthesis

Week 8 - Explain the process of light - Explain the process of dark - Explain the entrance of CO₂ - Write the equation of
reaction of photosynthesis reaction during photosynthesis and exit of oxygen during photosynthesis
- Identify the following during - Identify the following during photosynthesis - Cite some evidences of
Light Reaction of dark reaction of photosynthesis photosynthesis
Photosynthesis a. necessary materials needed
a. necessary materials needed b. center of reaction ASSESMENT DAY
b. center of reaction c. end products
c. end products d. by product
d. by products e. processes
e. processes

Week 9 - Define respiration - Differentiate aerobic and - Identify the different parts of - Identify the necessary materials
- Describe the important anaerobic respiration mitochondrion and their needed during respiration ASSESMENT DAY
features of respiration functions - Discuss the importance of
- Explain the importance of oxygen in the conversion of
mitochondrion as the site of simple sugar (glucose) into ATP
respiration

Week 10 -Identify and describe the - Describe glycolysis - Describe Kreb’s Cycle - Describe Electron Transport
different stages of cellular - Identify the following during - Identify the following during Chain
respiration ( Aerobic glycolysis Kreb’s Cycle - Identify the following during
Respiration) a. necessary materials a. necessary materials Electron Transport Chain
b. center of reaction b. center of reaction a. necessary materials
c. end product c. end product b. center of reaction ASSESSMENT
d. by product d. by product c. end product DAY
e. processes e. processes d. by product
- Explain the process of - Explain the process of Kreb’s e. processes
glycolysis Cycle - Explain the process of Electron
Transport Chain
Prepared by: Content evaluators: Noted by:

Rosette P. Sardido Honey Mae B. Fabroa Cheryl D. Saguid Sheryl S. Tanguanco Rosalia V. Bautista
Elaine D. Lape Iver Felix June Paler SST-III MT-II EPS - Science
Ailyn D. Flores Jeanne P. Burlat
Jeneley A. Amasol Randy Saavedra
Fe J. Condino Adora Flor L. Sadongdong