CG Science

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
Curriculum Guide
FOR
ENRICHED SCIENCE
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Enhanced Subjects Course Description
The enhanced science curriculum for Science , Technology and Mathematics (STEM) provides opportunities for
learners to gain scientific, mathematical and technological literacy for them to be equipped with the twenty first
century skills aside from helping them prepare for their optimal educational path in the sciences. Instructional
Enhanced Science methods will emphasize development of critical thinking and reasoning skills in addition to recognizing
relationships among phenomena and understanding science processes to master content areas in biology,
chemistry, physics and earth science. Enriching the core contents in these sciences and emphasizing investigative
experiences while utilizing mathematical, analytical data acquisition and communication skills reinforce the
concepts. The course exposes learners to engage in activities rich in context for six (6) hours per week.
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In Grade 7, learners are introduced to the levels of organization in the human body and other organisms. They learn that organisms consist of cells, most of which
are grouped into organ systems that perform specialized functions. Additional topics dealing with the study on the use of appropriate equipment and
methods especially on biological techniques, procedures and methods of gathering specimens are included as enrichment.
.
After learning how flowering and non flowering plants reproduce, Grade 7 learners are taught that asexual reproduction results in genetically identical offspring
whereas sexual reproduction gives rise to variation.
GRADE
Learners learn that the cellsLEVEL STANDARDS
in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from cells found in plants.
GRADE LEVEL STANDARDS
Learners learn that interactions occur among the different levels of organization in ecosystems. Organisms of the same kind interact with each other to form
populations; populations interact with other populations to form communities.
Students learn from activities that make them observe and discover by themselves the concepts about the solution and its components; unsaturated,
saturated, and supersaturated solutions; substances and mixtures; elements and compounds; acids and bases.
In addition, the learners are also able to recognize the uses of these various kinds of materials in their homes and in the community.
From a simple understanding of motion, learners study more scientific ways of describing (in terms of distance, speed, and acceleration) and representing (using
motion diagrams, charts, and graphs) the motion of objects in one dimension. Concepts about scalars and vectors, finding the resultant vector using
graphical method, and graphing motion shall be discussed in order to enrich the content in Physics. Such skills would develop the learners’ drafting and
mechanical engineering skills.
Learners also recognize that different forms of energy travel in different ways—light and sound travel through waves, heat travels through moving or vibrating
particles, and electrical energy travels through moving charges.
Learners will explore and locate places using a coordinate system. They will discover that our country’s location near the equator and along the Ring of Fire
influences elements of up Philippine environment (e.g., natural resources and climate). They will describe ways of utilizing earth’s resources and its impact on
the environment. They will think of ways on how to lessen pollution including planning of environmental activity or project.
Learners will explain the occurrence of atmospheric phenomena(breezes, monsoons, and ITCZ) that are commonly experienced in the country as a result of the
Philippines’ location with respect to the equator, and surrounding bodies of water and land masses.
Learners will explain the occurrence of the seasons and eclipses as a result of the motions of the Earth and the Moon. Using models, learners will explain that
because the earth revolves around the Sun, the seasons change, and because the Moon revolves around the earth, eclipses sometimes occur.
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate the concept of work
as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature difference, and the type (solid, liquid, or
gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They recognize other members of the
solar system. Page 3 of 57
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of
these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process of digestion as studied in
SPIRALLING OF CONCEPTS
Grade 7 Grade 8 Grade 9 Grade 10

PROPERTIES AND STRUCTURE OF MATTER
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In Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from matter is made up of particles, structure learned in Grade 8, different conditions based on their
heterogeneous mixtures. In Grade the smallest of which is the atom. learners describe how atoms can knowledge of the motion of and distances
7, learners investigate properties of These particles are too small to form units called molecules. They between gas particles. Learners then
solutions that are homogeneous be seen through a microscope. also learn about ions. Further, they confirm whether their explanations are
mixtures. They learn how to express The properties of materials that explain how atoms form bonds (ionic consistent with the Kinetic Molecular
concentrations of solutions they have observed in earlier and covalent) with other atoms by Theory. They also learn the relationships
qualitatively and quantitatively. They grades can now be explained by the transfer or sharing of electrons. between volume, temperature, and
distinguish mixtures from the type of particles involved and pressure using established gas laws.
substances based on a set of the attraction between these They also learn that the forces
properties. particles. holding metals together are caused In Grade 9, learners learned that the
With the use of the periodic by the attraction between flowing bonding characteristics of carbon result in
Learners begin to do guided and table of elements, the learners electrons and the positively charged the formation of large variety of
semi-guided investigations, making predict the chemical behaviour metal ions. compounds. In Grade 10, they learn more
sure that the experiment they are of elements based on the about these compounds that include
conducting is a fair test. periodic trends of elements. Learners explain how covalent biomolecules such as carbohydrates,
bonding in carbon forms a wide lipids, proteins, and nucleic acids. Further,
variety of carbon compounds. they will recognize that the structure of
these compounds comprises repeating
Recognizing that matter consists of units that are made up of a limited number
an extremely large number of very of elements such as carbon, hydrogen,
small particles, counting these oxygen, and nitrogen.
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 In Grade 9, learners described how
combine in various ways and always in motion. They can now compounds are formed in terms of particles rearrange to form new
through different processes, explain that the changes from the rearrangement of particles. They substances. In Grade 10, they learn that
contributing to the wide variety of solid to liquid, solid to gas, liquid also recognize that a wide variety of the rearrangement of particles happen
materials. Given this diversity, they to solid, and liquid to gas, involve useful compounds may arise from when substances undergo chemical
recognize the importance of a changes in the motion of and such rearrangements. reaction. They further explain that when
classification system. They become relative distances between the this rearrangement happens, the total
familiar with elements and particles, as well as the attraction number of atoms and total mass of newly
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compounds, metals and non-metals, between them. formed substances remain the same. This
and acids and bases. In addition, is the Law of Conservation of Mass.
learners recognize uses of They also recognize that the Applying this law, learners learn to balance
common elements (metals and same particles are involved when chemical equations and solve simple mole-
non-metals), compounds, acids these changes occur. In effect, mole, mole-mass, and mass-mass
and bases. no new substances are formed. problems.
Further, learners demonstrate that

homogeneous mixtures can be
separated using various techniques.

PARTS AND FUNCTION: ANIMAL AND PLANTS
In Grade 7, learners are introduced to In Grade 8, learners gain Learners study the coordinated Learners learn that organisms have
the levels of organization in the human knowledge of how the body breaks functions of the digestive, feedback mechanisms that are
body and other organisms. They learn down food into forms that can be respiratory, and circulatory coordinated by the nervous and
that organisms consist of cells, most of absorbed through the digestive systems. endocrine systems. These
which are grouped into organ systems system and transported to cells. mechanisms help the organisms
that perform specialized functions. They also learn that nutrients enter maintain homeostasis to reproduce
Additional topics dealing with the Learners learn that gases are the bloodstream and combine with and survive.
study on the use of appropriate exchanged through the respiratory oxygen taken in through the
equipment and methods especially system. This provides the oxygen respiratory system. Together, they
on biological techniques, needed by cells to release the are transported to the cells where
procedures and methods of energy stored in food. oxygen is used to release the
gathering specimens are included stored energy.
as enrichment. They also learn that dissolved
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wastes are removed through the
urinary system while solid wastes
are eliminated through the
excretory system.
HEREDITY:INHERITANCE AND VARIATION
After learning how flowering and non Learners study the process of cell Learners study the structure of Learners are introduced to the
flowering plants reproduce, Grade 7 division by mitosis and meiosis. genes and chromosomes, and the structure of the DNA molecule and its
learners are taught that asexual They understand that meiosis is an functions they perform in the function.
reproduction results in genetically early step in sexual reproduction transmission of traits from parents
identical offspring whereas sexual that leads to variation. In addition, to offspring. Additional topics are They also learn that changes that
reproduction gives rise to variation. the learners will discuss given to learners to give them a take place in sex cells are inherited
applications of traditional and deeper understanding of while changes in body cells are not
modern biotechnology with foundations and application of passed on.
regards to livelihood, food biotechnology. They will
products and health. manifest understanding of
biotechnology by making
informed decision to promote
good health, improve livelihood,
and making intelligent and moral
choices.Learners cite some
application of DNA technology
and discuss some social and
ethical issues associated with
biotechnology.
BIODIVERSITY AND EVOLUTION

Learners learn that the cells in similar Learners learn that species refers to Learners learn that most species Learners revisit the mechanisms
tissues and organs in other animals are a group of organisms that can mate that have once existed are now involved in the inheritance of traits
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similar to those in human beings but with one another to produce fertile extinct. Species become extinct and the changes that result from
differ somewhat from cells found in offspring. They learn that when they fail to adapt to changes these mechanisms. Learners
plants. biodiversity is the collective variety in the environment. explain how natural selection has
of species living in an ecosystem. produced a succession of diverse
This serves as an introduction to the new species. Variation increases the
topic on hierarchical taxonomic chance of living things to survive in a
system. changing environment. In addition,
the learners will discuss ethical
concerns about new technologies
that are being used to detect and
treat human conditions, diseases
and syndromes. Learners analyze
current event reports, ethical
situations and discussions.
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 transformed and how materials are energy from the Sun and store human activities and other organisms
organization in ecosystems. Organisms cycled in ecosystems. energy in sugar molecules on ecosystems.
of the same kind interact with each (photosynthesis). This stored energy
other to form populations; populations is used by cells during cellular They learn how biodiversity
interact with other populations to form respiration. These two processes influences the stability of ecosystems.
communities. are related to each other.

FORCE AND MOTION
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From a simple understanding of To deepen their understanding of motion, From learning the basics of forces in
Learners study the concept of
learners use the Law of Conservation of Grade 8, learners extend their
motion, learners study more force and its relationship to
Momentum to further explain the motion of understanding of forces by describing
scientific ways of describing (in motion. They use Newton‘s
how balanced and unbalanced
Laws of Motion to explain objects.
terms of distance, speed, and forces, either by solids or liquids,
acceleration) and representing why objects move (or do not From motion in one dimension in the affect the movement, balance, and
(using motion diagrams, charts, move) the way they do (as previous grades, they learn at this level about stability of objects. Learners
described in Grade 7). They motion in two dimensions using projectile
and graphs) the motion of objects become familiar with the factors
also realize that if force is motion as an example.
in one dimension. Concepts affecting equilibrium, balance, and
applied on a body, work can
about scalars and vectors, stability.
be done and may cause a
finding the resultant vector change in the energy of the
using graphical method, and body. As an enrichment,
graphing motion shall be concepts of free body
discussed in order to enrich the diagrams shall be
content in Physics. Such skills incorporated in the
would develop the learners’ discussion on balanced
drafting and mechanical and unbalanced forces.
engineering skills. This would develop the
learners’ analytical skills
and other engineering
skills.
Understanding the
concepts of Work, Energy,
and Power are also
necessary.
ENERGY
This time learners recognize that
Learners explain how conservation of Learners acquire more knowledge
different forms of energy travel in
Learners realize that mechanical energy is applied in some about the properties of light as
different ways—light and sound travel
transferred energy may structures, such as roller coasters, and in applied in optical instruments.
through waves, heat travels through
cause changes in the natural environments like waterfalls. They Learners also use the concept of
moving or vibrating particles, and
properties of the object. They further describe the transformation of energy moving charges and magnetic fields
electrical energy travels through
relate the observable that takes place in hydroelectric power plants. in explaining the principle behind
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moving charges. changes in temperature,
Learners also learn about the relationship generators and motors.
In Grade 5, they learned about the amount of current, and speed
between heat and work, and apply this
different modes of heat transfer. This of sound to the changes in
concept to explain how geothermal power Learners understand the
time, they explain these modes in energy of the particles.
plants operate. properties, effects and application
terms of the movement of particles.
of electromagnetic waves and
After they have learned how electricity is
nuclear radiation. By studying
To further enrich the generated in power plants, learners further
nuclear radiation, learners
concepts on Electricity, develop their understanding of transmission
compare the types and properties
schematic diagraming of of electricity from power stations to homes.
of alpha, beta and gamma rays,
electrical components, circuit
explain radioactive decay, and
connections, electrical
As an enrichment, concepts about solve problems involving half-life
hazards and electrical safety
transformers (step-up and step-down of radioactive atoms.
shall be discussed. Basic
electronic components and transformers) shall be included in the
symbols shall also be teaching of power generation, To further enrich the content,
included/attached in the transmission, and distribution. The understanding the concepts on
discussion of schematic activity shall involve calculations to electronics is imperative. Learners
diagramming of electrical develop the problem solving and other differentiate between discrete
components. engineering skills of the learners. electronic components and
To further enrich the content, different integrated circuits, explain
electronic components such as resistors, different types of logic gates and
capacitors, inductors, diodes, transistors, how they are used in common
and semiconductors shall be discussed. electronic devices, and discuss
Learners also explain how each electronic applications of electronics in
component works different fields
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GEOLOGY
Learners will explore and Being located along the Ring of Fire,
As a result of being located along the Using maps, learners will discover
locate places using a the Philippines is home to many
coordinate system. They will Ring of Fire, the Philippines is prone to volcanoes. Using models, learners that volcanoes, earthquake
discover that our country’s earthquakes. Using models, learners will explain what happens when epicenters, and mountain ranges
location near the equator and will explain how quakes are generated volcanoes erupt. They will describe are not randomly scattered in
along the Ring of Fire by faults. They will try to identify faults the different types of volcanoes and different places but are located in
influences elements of up in the community and differentiate differentiate active volcanoes from the same areas. This will lead to
Philippine environment (e.g., active faults from inactive ones. inactive ones. They will also explain an appreciation of plate tectonics
natural resources and climate). how energy from volcanoes may be
Learners describe the different —a theory that binds many
Learners will explain how tapped for human use.
hazards that result from the geologic processes such as
soil, water, and air may be Learners will explain the warning
occurrence of earthquakes volcanism and earthquakes.
polluted as a result of the signs that scientists use in
different ways that people predicting volcanic eruptions. Learners will relate geologic
use Earth’s resources. They They will also describe the processes that occur in the
will cite ways to lessen the different hazards that result when Philippines to its tectonic
pollution of soil, water, and volcanoes erupt. setting.
air as Earth’s resources are
used in everyday life plan
(and implement, if possible)
an environmental activity or
project. In addition, learners
will promote an
environmental activity or
project about conservation
and preservation of
resources
METEOROLOGY
Being located beside the Pacific In this grade level, learners will
Learners will explain the Note: The theory of plate
Ocean, the Philippines is prone to distinguish between weather and
occurrence of atmospheric typhoons. In Grade 5, the effects of climate. They will explain how tectonics is the sole topic in Earth
phenomena (breezes, monsoons, typhoons were tackled. Here, different factors affect the climate of and Space in Grade 10. This is
and ITCZ) that are commonly learners will explain how typhoons an area. They will also be because the theory binds many of
experienced in the country as a develop, how typhoons are affected introduced to climatic phenomena the topics in previous grade
result of the Philippines’ location by landforms and bodies of water, that occur over a wide area (e.g., El levels, and more time is needed
with respect to the equator, and and why typhoons follow certain Niño and global warming). to explore connections and
paths as they move within the Learners will distinguish between
surrounding bodies of water and deepen learners’ understanding
Philippine Area of Responsibility. weather and cite practical ways to
landmasses. Learners describe the different reduce risks and lessen the impact
effects of tropical cyclones of climate change
depending on the location of the
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community
ASTRONOMY
CURRICULUM GUIDE – GRADES 7-10 STEM
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 7 – Matter
FIRST QUARTER/FIRST GRADING PERIOD
Doing Scientific The The Learners shall The Learners should be able to…
Investigations Learnersdemonstrate be able to:
an understanding of:
1. Ways of acquiring
knowledge and solving perform in groups in 1. describe the components of a
scientific ways of
problems guided investigations scientific investigation;
acquiring knowledge involving community-
and solving problems based problems using
locally available
materials
2. Describe the components of
prepare different a solution
components of a concentrations of 3. investigate properties of
2. Diversity of Materials in solution mixtures according to unsaturated or saturated solutions;
the Environment
uses and availability of 4. express concentrations of
some important materials solutions quantitatively by
2.1 Solutions properties of solutions preparing different concentrations
of mixtures according to uses and
availability of materials;
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investigate the
properties of mixtures
the properties of
2.2 Substances and of varying 5. distinguish mixtures from
substances that
Mixtures concentrations using substances based on a set of
distinguish them from
available materials in properties;
mixtures
the community for
specific purposes
make a chart, poster, 6. recognize that substances are
or multimedia classified into elements and
2.3 Elements and classifying substances
presentation of compounds;
Compounds as elements or
common elements 7. recognize uses of common
compounds
showing their names, elements and compound
symbols, and uses
properly interpret
product labels of
acidic and basic
the common 8. determine basic and acidic
2.4 Acids and Bases mixture, and practice
properties of acidic mixtures using natural
safe ways of handling
and basic mixtures indicators; and
acids and bases using
protective clothing
and safety gear
9. describe some properties of
metals and non-metals such as
2.5 Metals and Non- properties of metals luster, malleability, ductility, and
metals and nonmetals conductivity.
10.recognize uses of metals and
non-metals
Living Things
I.Parts and Functions The Learners The Learners should The Learners should be able to…  BEAM: Tools
demonstrate an be able to: used in the
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understanding of: 1. Identify parts of the Development of
microscope and their Biology &
1. Microscopy the parts and employ appropriate functions; Biotechnology
functions of the techniques using the Tools in Biology
compound compound
microscope microscope to gather
data about very small
objects 2. Focus specimens using
2. Biological
Techniques, techniques, Use appropriate
Procedures and procedures and equipment and
Methods methods for methods for
 Proper use of laboratory gathering gathering
Apparatus/Equipment specimens biological
 Slide preparation specimens.
Prepare biological
 Conduct laboratory hands-
specimen:
1 Insect
on activities in preparing
preservation biological specimen.
2 Preparation and
maintenance of
aquarium, terrarium
and herbarium
3 Preservation of
specimen
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2. Levels of Biological the different levels of
3. describe the different levels of
Organization biological
biological organization from S7LT-IIc-3
organization
cell to biosphere;
3. Animal and Plant Cells the difference  BEAM: The Basic
4. differentiate plant and animal
between animal and Unit of Life
cells according to presence or S7LT-IId-4
plant cells
absence of certain organelles;
5. explain why the cell is
considered the basic structural
S7LT-IIe-5
and functional unit of all
organisms;
4. Fungi, Protists, and organisms that can
Bacteria only be seen through
the microscope, 6. identify beneficial and harmful
S7LT-IIf-6
many of which microorganisms;
consist of only one
cell
7. differentiate asexual from
II. Heredity: Inheritance reproduction being sexual reproduction in terms
and Variation both asexual or of:
sexual 7. 1 number of individuals S7LT-IIg-7
1. Asexual reproduction involved;
2. Sexual reproduction 7. 2 similarities of offspring to
parents;
8. describe the process of
S7LT-IIg-8
fertilization;
9. differentiate biotic from abiotic
II. Ecosystems S7LT-IIh-9
components of an ecosystem;
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10. describe the different ecological
relationships found in an S7LT-IIh-10
1. Components of an organisms interacting conduct a ecosystem;
ecosystem with each other and collaborative action to 11. predict the effect of changes in
2. Ecological relationships with their preserve the one population on other
S7LT-IIi-11
2.1 Symbiotic environment to ecosystem in the populations in the ecosystem;
relationships survive locality and
2.2 Non symbiotic
relationships 12. predict the effect of changes in
3. Transfer of energy abiotic factors on the S7LT-IIj-12
through trophic levels ecosystem.
Grade 7 – Force, Motion and, Energy

THIRD QUARTER/THIRD GRADING PERIOD
I. Motion in One The Learners The Learners shall The Learners should be able to…
Dimension demonstrate an be able to:
understanding of: 1. describe the motion of an
S7FE-IIIa-1
1. Descriptors of Motion object in terms of distance or
1.1 Distance or motion in one conduct a forum on displacement, speed or
Displacement dimension mitigation and velocity, and acceleration;
1.2 Speed or Velocity disaster risk reduction
1.3 Acceleration 2. differentiate quantities in terms
S7FE-IIIa-2
of magnitude and direction;
2. Motion Detectors
2.1 Scalars and Vectors 3. Determine the resultant S7FE-IIIb-3
2.2. Graphical Method in vector using graphical
finding the method
Resultant Vector
4. create and interpret visual
2.3. Graphing Motion representation of the motion of
objects such as tape charts and
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motion graphs;
II. Waves S7LT-IIIc-4
waves as a carriers 5. infer that waves carry energy;
1. Types of Waves of energy
2. Characteristics of Waves 6. differentiate transverse from
2.1 Amplitude longitudinal waves, and
S7LT-IIIc-5
2.2 Wavelength mechanical from
3. Wave Velocity electromagnetic waves;
7. relate the characteristics of
S7LT-IIId-6
waves;
III. Sound 8. describe the characteristics of
the characteristics of sound using the concepts of
S7LT-IIId-7
1. Characteristics of sound sound wavelength, frequency,
1.1.Pitch velocity, and amplitude ;
1.2 Loudness 9. explain sound production in
1.3 Quality the human voice box, and how
pitch, loudness, and quality of S7LT-IIIe-8
sound vary from one person to
another;
10. describe how organisms
produce, transmit, and
receive sound of various
S7LT-IIIe-9
frequencies (infrasonic,
audible, and ultrasonic
sound);
IV. Light the characteristics of suggest proper 11. Relate characteristics of light
1. Characteristics of Light light lighting in various such as color to frequency and
S7LT-IIIf-10
1.1 Intensity or activities wavelength, and intensity to
Brightness amplitude.
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1.2 Color
12. infer that light travels in a S7LT-IIIg-
straight line; 11
V. Heat
1. Heat Transfer how heat is
13. infer the conditions S7LT-IIIh-i-
1.1 Conduction transferred
necessary for heat transfer 12
1.2 Convection
to occur;
1.3 Radiation
VI. Electricity 14. describe the different types
1. Charges charges and the S7LT-IIIj-13
of charging processes; and
2. Charging processes different charging
processes 15. explain the importance of
S7LT-IIIj-14
earthing or grounding.
Grade 7 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1.The Philippine The Learners The Learners shall be The Learners should be able to…
Environment demonstrate an able to:
understanding of: 1. demonstrate how places on Earth S7ES-IVa-1
1.1 Location of the analyze the may be located using a coordinate
Philippines using a the relation of advantage of the system;
coordinate system geographical location location of the 2. describe the location of the
1.2. Location of the of the Philippines to Philippines in relation Philippines with respect to the
S7ES-IVa-2
Philippines with respect its environment to the climate, continents and oceans of the
to landmasses and weather, and world;
the use of earth’s 3. recognize that soil, water, rocks,
bodies of water seasons
resources. coal, and other fossil fuels are
1.3. Conservation of natural S7ES-IVb-3
Earth materials that people use as
resources promote an
the consequences resources;
1.4. Pollution in the environmental
of the use of activity or project
1. describe ways of using Earth's S7ES-IVb-4
environment
resources by resources sustainably;
about conservation
people. 2. explain how soil, water, and air
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and preservation of may be polluted as a result of the
resources different ways that people use
Earth’s resources
3. cite ways to lessen the pollution of
soil, water, and air as Earth’s
resources are used in everyday
life
4. plan (and implement, if possible)
an environmental activity or
project
2.Interactions in the the different 5. discuss how energy from the Sun
Atmosphere phenomena that interacts with the layers of the
S7ES-IVd-5
2.1. Greenhouse effect and occur in the atmosphere;
global warming atmosphere
2.3. Land and sea breezes 6. explain how some human
2.4. Monsoons S7ES-IVd-6
activities affect the atmosphere ;
2.5. Intertropical
convergence zone 7. account for the occurrence of
land and sea breezes,
S7ES-IVe-7
monsoons, and intertropical
convergence zone (ITCZ)
8. describe the effects of certain
weather systems in the S7ES-IVe-8
Philippines;
3. Seasons in the Philippines the relationship of 9. using models, relate:
3.1. Relation of seasons to the seasons and the 9.1 the tilt of the Earth to the S7ES-IVe-9
the position of the Sun position of the Sun in length of daytime;
in the sky the sky 9.2 the length of daytime to the
3.2. Causes of seasons in amount of energy received;
the Philippines 9.3 the position of the Earth in its
orbit to the height of the Sun S7ES-IVe-10
in the sky;
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9.4 the height of the Sun in the

sky to the amount of energy
received;
10. show what causes change in the

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

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

the beliefs and practices of the S7ES-IVj-13
community in relation to eclipses.
GRADE 8
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Grade 8 – Force, Motion, and Energy
The Learners The Learners shall be The Learners should be

demonstrate an able to: able to…
Forces and Motion
understanding of:
develop a written plan

Newton’s three laws of and implement a 1. investigate the
1. Balanced and Unbalanced S8FE-Ia-15
Forces motion and uniform “Newton’s Olympics” relationship between the
2. Free Body Diagrams circular motion amount of force applied
3. Laws of Motion and the mass of the
3.1 Law of Inertia object to the amount of
3.2 Law of Acceleration change in the object’s
3.3 Law of Interaction motion;
2. infer that when a body

exerts a force on
another, an equal S8FE-Ia-16
amount of force is
exerted back on it;
3. demonstrate how a body

responds to changes in S8FE-Ib-17
motion;
4. relate the laws of motion S8FE-Ib-18

to bodies in uniform
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circular motion;
5. infer that circular motion

requires the application
of constant force directed S8FE-Ib-19
toward the center of the
circle;
2. Work Power and Energy work related to force, 6. identify situations in

power, gravitational which work is done and S8FE-Ic-20
1.1. Work
potential energy, kinetic in which no work is done;
1.2 Energy energy, and elastic
7. describe how work is
potential energy
1.3 Kinetic Energy related to power and S8FE-Ic-21
energy;
1.4 Potential Energy
8. differentiate potential and
S8FE-Id-22
1.5 Power kinetic energy;
9. relate speed and position

of object to the amount of
S8FE-Id-23
energy possessed by a
body;
3. Sound the propagation of sound 10. infer how the movement S8FE-Ie-24
of particles of an object
through solid, liquid, and affects the speed of
gas sound through it;
Page 22 of 57
11. investigates the effect

of temperature to speed
S8FE-Ie-25
of sound through fair
testing;
4. Light some properties and discuss phenomena 12. demonstrate the

characteristics of visible such as blue sky, existence of the color
light rainbow, and red components of visible S8FE-If-26
sunset using the light using a prism or
concept of wavelength diffraction grating;
and frequency of visible
13. explain the hierarchy of
light
colors in relation to S8FE-If-27
energy;
14. explain that red is the

least bent and violet the
most bent according to S8FE-If-28
their wavelengths or
frequencies;
5. Heat heat and temperature,

15. differentiate between
and
heat and temperature at S8FE-Ig-29
the effects of heat on the
the molecular level;
body
6. Electricity current- voltage- 16. infer the relationship S8FE-Ih-30

resistance relationship, between current and
Page 23 of 57
6.1 Current electric power, electric charge;

energy, and home
6.2 Voltage 17. explain the advantages
circuitry
and disadvantages of
6.3 Resistance S8FE-li-31
series and parallel
6.4 Circuit Connection connections in homes;
6.5 Schematic Diagrams 18. differentiate electrical

power and electrical S9FE-li-32
6.6 Electronic Components energy; and
6.7 Electrical Safety 19. explain the functions of

circuit breakers, fuses,
6.8 Electrical Hazards
earthing, double
S8FE-li-33
insulation, and other
safety devices in the
home.
SECOND QUARTER/ SECOND GRADING PERIOD
The Learners The Learners shall be The Learners should be able S8ES-IIa-14
1. Earthquakes and Faults demonstrate an able to: to…
understanding of:
1.1 Active and inactive faults
1.2 How faults generate 1. participate in decision 1. using models or
earthquakes the relationship between making on where to illustrations, explain
1.3 How earthquakes generate how movements
Page 24 of 57
tsunamis faults and earthquakes build structures along faults generate

1.4 Earthquake focus and based on knowledge earthquakes;
epicenter of the location of 2. differentiate the
1.5 Earthquake intensity and active faults in the 2.1 epicenter of an
magnitude community earthquake from its
1.6 Earthquake preparedness focus;
2.2 intensity of an
1.7 How earthquake waves 2. make an emergency earthquake from its
provide information about the plan and prepare an magnitude;
interior of the Earth emergency kit for use 2.3 active and inactive
2. Earthquake Hazards at home and in faults; S8ES-IIa-15
school
3. Earthquake waves and the
Earth’s interior
3. describe the
different hazards that
result from the
occurrence of
earthquakes
4.demonstrate how
S8ES-IIb-
underwater earthquakes
16
generate tsunamis;
Page 25 of 57
5. explain how
earthquake waves
provide information S8ES-IIc-17
about the interior of the
earth
2. Understanding Typhoons the formation of 1. demonstrate

S8ES-IId-
2.1 How typhoons develop typhoons and their precautionary 3. explain how typhoons
18
2.2 Why the Philippines is prone movement within the measures before, develop;
to typhoons PAR during, and after a
2.3 How landforms and bodies of typhoon, including
water affect typhoons within following advisories,
the Philippine Area of storm signals, and
4. infer why the S8ES-IId-
Responsibility (PAR) calls for evacuation
Philippines is prone to 19
2.4. Storm surges, flooding, given by government typhoons;
landslides agencies in charge
2. participate in 5. explain how

activities that lessen landmasses and S8ES-IIe-20
the risks brought by bodies of water affect
typhoons;
typhoons
6. trace the path of
typhoons that enter S8ES-IIf-21
the Philippine Area of
Page 26 of 57
Responsibility (PAR)
using a map and
tracking data;
7. describe the
different effects of
tropical cyclones
depending on the
location of the
community
3. Other members of the Solar characteristics of comets, discuss whether or not 8. compare and contrast S8ES-IIg-
System meteors, and asteroids beliefs and practices comets, meteors, and 22
3.1 Comets about comets and asteroids;
3.2 Meteors meteors have scientific 9. predict the
appearance of comets S8ES-IIh-
3.3 Asteroids basis
based on recorded 23
data of previous
appearances; and
10. explain the regular
occurrence of meteor S8ES-IIi-j-
showers
24
Grade 8 – Matter
The Learners The Learners shall be The Learners should be able S8MT-IIIa-
demonstrate an able to: to… b-8
understanding of:
Page 27 of 57
1. The Particle Nature of Matter present how water 1. explain the difference
behaves in its different between an element
1.1 Elements, Compounds, and the particle nature of states within the water and a compound
Mixtures matter as basis for cycle 2. explain the properties of
1.2 Atoms and Molecules explaining properties, solids, liquids, and gases
physical changes, and based on the particle
structure of substances nature of matter;
and mixtures
3. explain physical changes
in terms of the S8MT-IIIc-
arrangement and motion d-9
of atoms and molecules;
2. Atomic Structure
4. determine the number of
the identity of a
protons, neutrons, and S8MT-IIIe-
2.1 Protons substance according to
electrons in a particular f-10
2.2 Neutrons its atomic structure
atom;
2.3 Electrons
3. Periodic Table (PT) of Elements the periodic table of 5. trace the development of
elements as an the periodic table from
S8MT-IIIg-
3.1 Development of the PT organizing tool to observations based on
h-11
3.2 Arrangement of elements determine the chemical similarities in properties of
3.3 Periodic trends in properties of elements elements; and
properties of elements in
6. use the periodic table to S8MT-IIIi-
the periodic table
predict the chemical j-12
3.4 Reactive and nonreactive
behaviour of an element.
Page 28 of 57
metals
Grade 8 – Living Things and Their Environment
FOURTH QUARTER/ FOURTH GRADING PERIOD
1. Structures and Functions: Focus The Learners The Learners should be The Learners should be able
on the Digestive System demonstrate an able to: to…
understanding of:
S8LT-IVa-
13
1.1 Organs of the digestive present an analysis of 1. explain ingestion,
system and their interaction 1. the digestive system the data gathered on absorption, assimilation,
with organs of the respiratory, and its interaction diseases resulting from and excretion;
circulatory, and excretory with the circulatory, nutrient deficiency
systems respiratory, and 2. explain how diseases of
excretory systems in the digestive system are S8LT-IVb-
providing the body prevented, detected, and 14
1.2 Changes in food as it with nutrients for treated;
undergoes physical and energy
chemical digestion 3. identify healthful practices S8LT-IVc-
2. diseases that result that affect the digestive 15
from nutrient system;
deficiency and
1.3 Diseases resulting from
ingestion of harmful
nutrient deficiency and
substances, and their
ingestion of harmful
prevention and
substances
treatment
Page 29 of 57
1.4 Prevention, detection, and

treatment of diseases of the
digestive system
2. Heredity: Inheritance and 1. how cells divide to report on the 4. compare mitosis and  BEAM: Cell
S8LT-IVd-
Variation of Traits produce new cells importance of variation meiosis, and their role in Growth &
16 Reproduction
in plant and animal the cell-division cycle;
2.1 Stages of mitosis 2. meiosis as one of the breeding
processes producing 5. explain the significance of  BEAM: Link to
S8LT-IVe- your Past
2.2 Stages of meiosis genetic variations of meiosis in maintaining the
17
the Mendelian Pattern chromosome number;
2.3 Mendelian Genetics of Inheritance
2.4 Introduction to 6 .predict phenotypic S8LT-IVf-
Biotechnology expressions of traits 18
3. use biotechnology in
2.5 Modern Biotechnology following simple patterns of
livelihood,
promotion of food inheritance;
production and
health 7.apply understanding of
biotechnology used in the
livelihood, promotion of
food production and
develops innovative, health
marketable, replicable
and cost-effective
products resulting
Page 30 of 57
from understanding
of biotechnology
3. Biodiversity report (e.g., through a 7. explain the concept of a S8LT-IVg-

4. the concept of a travelogue) on the species; 19
3.1 Species diversity species activities that
8. classify organisms using
3.2 Hierarchical taxonomic system communities engage in S8LT-IVh-
5. the species as being the hierarchical taxonomic
of classification to protect and conserve 20
further classified into system;
3.3 Protection and conservation of endangered and
endangered and economically a hierarchical economically important 9. explain the advantage of
taxonomic system
important species species high biodiversity in S8LT-IVh-
maintaining the stability of 21
an ecosystem;
4. Ecosystems 10. describe the transfer of

the one-way flow of make a poster energy through the S8LT-IVi-22
4.1 Transfer of Energy in Trophic energy and the cycling of comparing food choices trophic levels;
Levels materials in an based on the trophic
ecosystem levels 11. analyze the roles of
4.2 Cycling of materials in the
organisms in the cycling S8LT-IVi-23
ecosystem
of materials;
4.2.1Water cycle
12. explain how materials S8LT-IVi-24
4.2.2Oxygen-carbon cycle cycle in an ecosystem;
and
Page 31 of 57
4.2.3Nitrogen cycle
13.suggest ways to minimize
S8LT-IVj-
4.3 Impact of human activities in human impact on the
25
an ecosystem environment.
GRADE 9

FIRST QUARTER/ FIRST GRADING PERIOD
Page 32 of 57
1. Respiratory and Circulatory The Learners The Learners should be The Learners should be able  BEAM: Second
Systems Working with the other demonstrate an able to: to… Year – Biology
Organ Systems understanding of: Organ System
- Circulatory
System
conduct an information 1. explain how the  EASEBiology
1. how the different dissemination activity respiratory and circulatory M11 Energy
structures of the on effective ways of systems work together to S9LT-la-b- Producing &
circulatory and taking care of the transport nutrients, 26 Distributing
Systems
respiratory systems respiratory and gases, and other
Lessons 2 & 3
work together to circulatory systems molecules to and from
transport oxygen-rich based on data gathered the different parts of the
blood and nutrients to from the school or local body;
the different parts of health workers
the body
2. infer how one’s lifestyle  APEXBiology
can affect the functioning Unit IV The
2. the prevention, of respiratory and Organ
Systems
detection, and circulatory systems;
S9LT-lc-27 Lessons 11 &
treatment of diseases 12
affecting the
circulatory and
respiratory systems
2. Heredity: Inheritance and 3. describe the location of S9LT-Id-28  BEAM: Second

Variation genes in chromosomes; Year – Your
1. how genetic Genetic Book
4. explain the different
information is of Life
Page 33 of 57
2.1 Location of genes on organized in genes on patterns of non-Mendelian  APEXUnit 6

chromosomes chromosomes Genetics
inheritance; Lesson 3 The
2.2 Non-Mendelian inheritance
Structure of
2.2.1 Incomplete dominance
2.the different patterns DNA
2.2.2 Sex-linked traits
of inheritance  EASE Biology
2.2.3 Multiple alleles Module14
2.6 Multiple genes utilize biotechnology Lesson 3
in making informed 5.Explain how modern
3.Foundation and application of 3 .biotechnology to decision in choosing biotechnology works.
Biotechnology help them make matters pertaining to
6.Propose how
informed decision in promotion of good
biotechnology can be S9LT-Id-29
promoting good health, improvement
applied in addressing
health,improving of livelihood, and
certain situations or
livelihood, and making making intelligent and
solving some problems
intelligent and moral moral choices
(e.g. crimes
choices.
5. relate species extinction S9LT-Ie-f-

make a multimedia to the failure of 30
3. Biodiversity and Evolution how changes in the presentation of a populations of organisms
environment may affect timeline of extinction of to adapt to abrupt
species extinction representative changes in the
3.1 Causes of Species Extinction microorganisms, plants, environment; and
and animals
3.1.1 natural
Page 34 of 57
3.1.2 anthropogenic
4. Ecosystems 1. the structure and design and conduct an  BEAMLearning

function of plant parts investigation to provide Guide Biology
and organelles evidence that plants can Food for Life
 BEAMLearning
4.1 Flow of Energy and Matter in involved in manufacture their own
Guide Biology
Ecosystems photosynthesis food 6. differentiate basic Creating
features and importance Energy for Life
2. the structure and of photosynthesis and S9LT-lg-j-  EASEBiology
function of respiration. 31 Module 4
4.1.1 Photosynthesis Photosynthesis
mitochondrion as the
main organelle  EASE Biology
4.1.2 Respiration
involved in respiration Module 5
Cellular
Respiration
 APEXBiology
Unit 3 Life
Energy
Grade 9 – Matter
SECOND QUARTER/SECOND GRADING PERIOD
The Learners The Learners shall be The Learners should be able S9MT-IIa-
demonstrate an able to: to… 13a
understanding of…
1. Electronic Structure of Matter
4.describe how the Bohr S9MT-IIa-
the development of model of the atom 13b
atomic models that led to improved Rutherford’s
Page 35 of 57
the description of the atomic model

behavior of electrons 5.explain how the Quantum
within atoms Mechanical Model of the
atom describes the
energies and positions of
the electrons
 EASEChemistry
1. explain the formation of Module 14 The
1. how atoms ionic and covalent bonds; Chemical Bonds
combine with Lesson 1
2. Chemical Bonding other atoms by S9MT-IIa-  BEAMYear 3
transferring or by 13c Module 3
2.1 Ionic and Covalent Bonding sharing electrons Metallic Link
 EASEChemistry
2. forces that hold Module 14 The
2. recognize different types of
metals together Chemical Bonds
2.2 Metallic Bonding compounds (ionic or Lesson 1
covalent) based on their S9MT-IIb-
properties such as melting 14
point, hardness, polarity,
and electrical and thermal
conductivity;
3. explain properties of
S9MT-IIc-
metals in terms of their
d-15
structure;
4. explain how ions are S9MT-IIe-f-
Page 36 of 57
formed; 16
3. The Variety of Carbon Compounds the type of bonds that 5. explain how the structure
S9MT-IIg-
carbon forms that result in of the carbon atom affects
17
3.1 Carbon Atoms the diversity of carbon the type of bonds it forms;
3.2 Organic Compounds compounds
6. recognize the general
S9MT-IIh-
classes and uses of
18
organic compounds;
4. Mole Concept 7. use the mole concept to  EASE

S9MT-IIi-
the unit, mole, that analyze the percentage express mass of Chemistry
19 Module 16
4.1 Mass quantitatively measures composition of different substances; and
Stoichiometry
4.2 Moles the number of very small brands of two food
8. determine the percentage
4.3 Percentage Composition of a particles of matter products and decide on
composition of a
Compound the products’ S9MT-IIj-
compound given its
appropriate percentage 20
chemical formula and vice
composition
versa.
The Learners The Learners shall be The Learners should be able S9ES -IIIa-  EASE
1.Volcanoes demonstrate an able to: to… 25 Integrated
understanding of: Science I
Module 12
1.1 Type of volcanoes
Page 37 of 57
1.2 Volcanic Eruptions 1. describe the different Inside the

1.3. Warning signs types of volcanoes; Solid Earth
1.4 Energy from volcanoes volcanoes found in the
Philippines 2. differentiate between
1.5. Volcanic Hazards S9ES -IIIa-
active and inactive
27
volcanoes;
3. explain what happens

when volcanoes erupt
using models or
illustrations; S9ES -IIIb-
4. explain the warning 28
signs that scientists
use in predicting
volcanic eruptions
5. illustrate how energy from

volcanoes may be tapped
for human use; S9ES –IIIc-
6. describe the different d-29
hazards that result
when volcanoes erupt.
2.Climate factors that affect participate in activities 7. explain how different

S9ES-IIIe-
climate, and the effects that reduce risks and factors affect the climate
30
of changing climate and lessen effects of climate of an area;
Page 38 of 57
2.1 Factors that affect climate how to adapt accordingly change 8. describe certain climatic
2.2 Global climate phenomena phenomena that occur on
a global level;
S9ES-IIIf-
9. cite practical ways to 31
reduce risks and lessen the
impact of climate change
3. Constellations the relationship between discuss whether or not  EASE Integrated

3.1 Characteristics of stars the visible constellations popular beliefs and 10. infer the characteristics of Science 1
S9ES-IIIg- Module 18
3.2 Arrangement of stars in a in the sky and Earth’s practices with regard to stars based on the
32
group position along its orbit constellations and characteristics of the Sun;
3.3 Changing position of astrology have scientific
constellations during the night basis
and at different times of the 11. infer that the
year arrangement of stars in a S9ES-IIIh-
3.4 Beliefs and practices about group (constellation) does 33
constellations and astrology not change;
Page 39 of 57
12. observe that the position

4. Galaxies
of a constellation changes S9ES-IIIi-
in the course of a night; 34
4.1. Components of galaxies
and
4.2. Types of galaxies
4.3. Motions of galaxies
13. show which constellations S9ES-IIIj-
may be observed at 35
different times of the year
using models.
14. describe what makes

up galaxies
15.identify the different

types of galaxies through
pictures
16.discuss the motion of

galaxies
17.infer that the Universe

is
Page 40 of 57
expanding
Grade 9 – Force, Motion, and Energy
The Learners The Learners shall be The Learners should be able  APEX Physics
Motion in Two Dimensions demonstrate an able to: to… Unit 3 Chapter
understanding of: 1 LP 4 Falling
Bodies
1. Projectile Motion
propose ways to  BEAM Learning
1.2.Impulse, Momentum and 1. describe the horizontal and S9FE-IVa-
projectile motion, enhance sports related Guide Physics-
Impulse vertical motions of a 34 4th Year
1.3.Conservation of Linear impulse and momentum, to projectile motion
projectile; Energy in
Momentum and conservation of Transportation
linear momentum 2. investigate the relationship Put It into
between the angle of S9FE-IVa- Motion
release and the height and 35  APEX Physics
Unit 3 Chapter
range of the projectile;
1 LP 10
3. relate impulse and S9FE-IVb- Momentum
momentum to collision of 36
objects (e.g., vehicular
collision);
4. infer that the total

momentum before and
after collision is equal; S9FE-IVb-
Page 41 of 57
37
5. examine effects and S9FE-IVc-

predict causes of collision- 38
related damages/injuries;
6. explain energy
2. Work Power and Energy conservation of create a device that transformation in various S9FE-IVc-
mechanical energy shows conservation of activities/events (e.g.,  APEX Physics
39
Unit 3 Chapter
2.1 Changes in form of mechanical energy waterfalls, archery,
1 LP 12 Law of
mechanical energy amusement rides); Conservation
2.2 Conservation of energy of Energy
7. perform activities to
S9FE-IVd-
demonstrate conservation
40
of mechanical energy;
8. infer that the total

mechanical energy S9FE-IVe-
remains the same during 41
any process;
3. Heat, Work, and Efficiency the relationship among analyze how power S9FE-IVe-  APEX Physics
9. construct a model to
heat, work, and plants generate and 42 Unit 3 Chapter
demonstrate that heat can 2 LP 1 Heat
efficiency transmit electrical
do work; Engines
energy
 BEAM
Page 42 of 57
10. infer that heat transfer Learning

can be used to do work, Guide 4th Year
S9FE-IVf-43 Physics Force,
and that work involves the
Power, Work
release of heat;
and Energy
11. explain why machines are Mode Swing
never 100-percent S9FE-IVf-44
efficient;
12. explain how heat transfer

and energy transformation
S9FE-IVg-
make heat engines like
45
geothermal plants work;
and
4. Electricity and magnetism S9FE-IVh-j-  BEAM Learning

4.1 Power generation and energy generation, transmission, 46 Guide Year 4
losses and distribution of 13. explain how electrical Science
Electrical
4.2 Transmission and distribution electrical energy from energy is generated,
Energy
of electrical energy from power plants transmitted, and distributed.
Generation,
power plants to homes (hydroelectric, Transmission
geothermal, wind, and Use
4.3 Step-up and Step-down
nuclear) to home
Transformers
14. Discuss/ identify
Page 43 of 57
5. Electronics make use of/ inspect different electronic

an electronic components and their
system/appliances (i.e functions
the different electronic radio or television unit)
Electronic components
components such as and identify the different 15. Differentiate N-type
(resistors, capacitors, resistors, capacitors, electronic components and P-type
inductors, diodes, inductors, diodes, used semiconductors
transistors) transistors, and
semiconductors.
Semiconductors
Explain how each
electronic component
works
Page 44 of 57
GRADE 10

The Learners The Learners shall be The Learners should be able  APEX
demonstrate an able to: to… Integrated
understanding of: Science LP
(UNIT 5-
1. Plate Tectonics Changes in the
1.1 Distribution 1. demonstrate ways to 1. describe the distribution of S9ES –Ia-j- Environment)
1.1.1 volcanoes the relationship among ensure disaster active volcanoes, 36.1
1.1.2 earthquake epicenters the locations of preparedness during earthquake epicenters, and
major mountain belts;
1.1.3 mountain ranges volcanoes, earthquake earthquakes,
1.2 Plate boundaries epicenters, and mountain tsunamis, and
1.3 Processes and landforms along ranges volcanic eruptions 2. describe the different types S9ES –Ia-j-
plate boundaries of plate boundaries; 36.2
1.4 Internal structure of the Earth 2. suggest ways by
3. explain the different S9ES –Ia-j-
1.5 Mechanism (possible causes of which he/she can
processes that occur along 36.3
movement) contribute to the plate boundaries;
1.6 Evidence of plate movement government efforts in 4. describe the internal S9ES –Ia-j-
reducing damage due structure of the Earth;
Page 45 of 57
2. Plate tectonics and the Philippines to earthquakes, 36.4

tsunamis, and
5. describe the possible S9ES –Ia-j-
volcanic eruptions
causes of plate movement; 36.5
and
6. enumerate the lines of
evidence that support plate
movement S9ES –Ia-j-
7. relate geologic 36.6
processes that occur in
the Philippines to its
tectonic setting
Grade 10 – Force, Motion and, Energy
SECOND QUARTER/SECOND GRADING PERIOD
The Learners The Learners shall The Learners should be  APEX Physics
demonstrate an be able to: able to… LP Unit 4
understanding of: Chapter 3:
S10FE-IIa- Lesson 3.3-3.9
1. Electromagnetic Spectrum Conduct 1. compare the relative
b-47 Electromagneti
advocacy on wavelengths of different
the different regions of c Waves
1.1 Radiowave preventing forms of electromagnetic
the electromagnetic harmful effects of waves;
1.2 Microwave
spectrum EM radiation to
1.3 Infrared Ray living things and 2. cite examples of practical S10FE-IIc-
the environment applications of the d-48
1.4 Visible Light different regions of EM
1.5 Ultraviolet Ray waves, such as the use of
radio waves in
Page 46 of 57
1.6 X-Ray telecommunications;

1.7 Gamma Ray
3. explain the effects of EM
1.8 Radioactivity (Alpha, Beta, S10FE-IIe-
& Gamma)
radiation on living things
f-49
and the environment;
2. Light 4. predict the qualitative  APEX Physics

the images formed by characteristics LP Unit I
2.1 Reflection of Light in Mirrors the different types of (orientation, type, and Chapter 1
S10FE-IIg- Lessons 2-8
2.2 Refraction of Light in Lenses mirrors and lenses magnification) of images
50 Plane and
formed by plane and
Curve Mirrors
curved mirrors and
lenses;
 APEX Physics
5. apply ray diagramming LP Unit I
Chapter 1
techniques in describing
S10FE-IIg- Lessons 11-13
the characteristics and Image
51
positions of images Formation &
formed by lenses; Locating
Images in
Lenses
6. identify ways in which the S10FE-IIh-  APEX Physics
properties of mirrors and 52 LP Unit I
lenses determine their use Chapter 1
Lesson 1
in optical instruments
Optical
Page 47 of 57
(e.g., cameras and Instruments

binoculars);
3. Electricity and Magnetism 7. demonstrate the S10FE-IIi-  APEX Physics

the relationship between Create/produce an generation of electricity 53 LP Unit 2
6.1 Electromagnetic effects electricity and magnetism improvised electrical by movement of a Chapter 2
device that applies Electromagneti
in electric motors and magnet through a coil;
the principle of an c Energy
generators and
electric motor and/ or
generator 8. explain the operation of a S10FE-IIj-
simple electric motor and 54
generator.
7. Electronics
7.1 Integrated Circuits the applications of

7.2 Logics Gates create/produce a
electronics in different
7.3 Applications of Electronics simple electronic
fields 7. Differentiate between
device using different
discrete electronic
electronic components and
components integrated circuits.
10, Explain different types of

logic gates and explain
how logic circuits are used
in common electronic
devices
Page 48 of 57
11. Discuss applications of

electronics in different
fields (industries,
communication
companies, medicine,
transportation, scientific
laboratories, space
exploration and research)
The Learners The Learners should be The Learners should be  APEX Biology
demonstrate an able to: able to… Unit 5 Life
understanding of: Reproduction
S10LT-IIIa- Lessons 5-8
1. Coordinated Functions of the 33 Male and
Reproductive, Endocrine, and 1. describe the parts of the Reproduction
Nervous Systems 1. organisms as having reproductive system and and Fertility
feedback mechanisms, their functions;  APEX Biology
which are coordinated Unit 4 The
2. explain the role of S10LT-IIIb- Organ
by the nervous and
hormones involved in the 34 Systems
endocrine systems Lessons
female and male
14&15
reproductive systems;
Endocrine &
Page 49 of 57
2. how these feedback 3. describe the feedback Nervous

mechanisms help the mechanisms involved in Systems
organism maintain regulating processes in S10LT-IIIc-
homeostasis to the female reproductive 35
reproduce and survive system (e.g., menstrual
cycle);
4. describe how the nervous

system coordinates and S10LT-IIIc-
regulates these feedback 36
mechanisms to maintain
homeostasis;
2. Heredity: Inheritance and 1. the information stored  APEX Biology

5. explain how protein is
Variation in DNA as being used S10LT-IIId- Unit 6
made using information
to make proteins 37 Anatomy of
from DNA; Genes Lessons
2. how changes in a DNA 1-5 Heredity
molecule may cause 6.explain how mutations S10LT-IIIe- and Genetics
changes in its product may cause changes in the 38
structure and function of a
3. mutations that occur in protein;
sex cells as being
heritable
3. Social and ethical Issues 4. that ethical issues

relating to Biotechnology associated with 5. Discuss some
biotechnology social and ethical
Page 50 of 57
should be issues associated

considered. with biotechnology
write an essay on 7. explain how fossil  APEX Biology

3. Biodiversity and Evolution the importance of records, comparative Unit 7
how evolution through S10LT-IIIf- Evolution
adaptation as a anatomy, and genetic
natural selection can 39 Lessons 1-4
mechanism for the information provide
result in biodiversity survival of a evidence for evolution;
species
8. explain the occurrence of S10LT-IIIg-
evolution; 40
4. Ecosystems 9. explain how species

diversity increases the
4.1 Flow of Energy and Matter in 1. the influence of probability of adaptation S10LT-IIIh-
Ecosystems biodiversity on the and survival of organisms 41
stability of ecosystems in changing
4.2 Biodiversity and Stability
environments;
4.3 Population Growth and
10. explain the relationship
Carrying Capacity 2. an ecosystem as being
between population S10LT-IIIi-
capable of supporting
growth and carrying 42
a limited number of
capacity; and
organisms
11. suggest ways to S10LT-IIIj-
minimize human impact 43
Page 51 of 57
on the environment.
Grade 10 – Matter
1. Gas Laws The Learners The Learners shall be The Learners should be  APEX Chemistry
demonstrate an able to: able to… Unit 2 Chapter
understanding of… 3: Gases: The
Fastest-Moving
1.1 Kinetic Molecular Theory
Particles
1.2 Volume, pressure, and 1. investigate the
temperature relationship how gases behave based relationship between:
1.3 Ideal gas law on the motion and 1.1 volume and pressure
relative distances at constant S10MT-IVa-
between gas particles temperature of a gas; b-21
1.2 volume and
temperature at
constant pressure of a
gas;
1.3 explains these
relationships using the
kinetic molecular
theory;
2. Biomolecules the structure of 2. recognize the major S10MT-IVc-

biomolecules, which are categories of d-22
2.1 Elements present in made up mostly of a biomolecules such as
biomolecules limited number of carbohydrates, lipids,
Page 52 of 57
2.2 Carbohydrates, lipids, elements, such as

proteins, and nucleic acids carbon, hydrogen, proteins, and nucleic
2.2.1 Food Labels oxygen, and nitrogen acids;
3. Chemical reactions the chemical reactions using any form of 3. apply the principles of  APEX Chemistry
associated with biological media, present S10MT-IVe- Unit 4 Chapter
conservation of mass to
and industrial processes chemical reactions g-23 2 Lesson 3
chemical reactions; and
affecting life and the involved in biological
environment and industrial processes 4. explain how the factors  APEX Chemistry
affecting life and the affecting rates of Unit 4 Chapter
environment chemical reactions are 2 Lesson 5
applied in food S10MT-IVh-
preservation and j-24
materials production,
control of fire, pollution,
and corrosion.
Page 53 of 57
GLOSSARY
Glossary
Galaxy A system of millions or billions of stars, together with gas and dust,
held together by gravitational attraction.
Natural resources Materials or substances such as minerals, forests, water, and fertile land
that occur in nature and can be used for economic gain.
Pollution The presence in or introduction into the environment of a substance or

thing that has harmful or poisonous effects.
Storm surge Is an abnormal rise of water generated by a storm, over and above the
predicted astronomical tides.
Glossary
Biotechnology The use of biological processes, organisms, or systems to manufacture
products intended to improve the quality of human life.
Biological techniques Methods or procedures that are used to study living things. They include
experimental and computational methods, approaches, protocols and tools for
biological research.
Social and Ethical Insights and reactions that have been expressed concerning biotechnology.
Issues
Page 54 of 57
GLOSSARY
The ratio of the energy delivered (or work done) by a machine to the energy ne
Efficiency
eded (or work required) in operating the machine
A branch of Physics that deals with the emission, behavior, and effects of
Electronics
electrons (as in electron tubes and transistors) and with electronic devices
Equilibrium A state of rest or balance due to the equal action of opposing forces
The emission of energy as electromagnetic waves or as moving subatomic
Radiation
particles, especially high-energy particles that cause ionization.
Scalar A quantity that is completely specified by its magnitude and has no direction
An electrical device that reduces or increases the voltage of an alternating
Transformer
current
A quantity that has both magnitude and direction, and is represented by an
Vector
arrow
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Page 57 of 57

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Republic of the Philippines

Grade 7 Grade 8 Grade 9 Grade 10

Further, learners demonstrate that

Grade 7 Grade 8 Grade 9 Grade 10

BIODIVERSITY AND EVOLUTION

Grade 7 Grade 8 Grade 9 Grade 10

CONTENT PERFORMANCE LEARNING

Grade 7 – Force, Motion and, Energy

9.4 the height of the Sun in the

10. show what causes change in the

4. Eclipses the occurrence of

12. collect, record, and report data on

Grade 8 – Force, Motion, and Energy

FIRST QUARTER/FIRST GRADING PERIOD

The Learners The Learners shall be The Learners should be

develop a written plan

2. infer that when a body

3. demonstrate how a body

4. relate the laws of motion S8FE-Ib-18

5. infer that circular motion

2. Work Power and Energy work related to force, 6. identify situations in

9. relate speed and position

11. investigates the effect

4. Light some properties and discuss phenomena 12. demonstrate the

14. explain that red is the

5. Heat heat and temperature,

6. Electricity current- voltage- 16. infer the relationship S8FE-Ih-30

6.1 Current electric power, electric charge;

6.5 Schematic Diagrams 18. differentiate electrical

6.7 Electrical Safety 19. explain the functions of

Grade 8 – Earth and Space

SECOND QUARTER/ SECOND GRADING PERIOD

tsunamis faults and earthquakes build structures along faults generate

2. Understanding Typhoons the formation of 1. demonstrate

2. participate in 5. explain how

THIRD QUARTER/THIRD GRADING PERIOD

Grade 8 – Living Things and Their Environment

FOURTH QUARTER/ FOURTH GRADING PERIOD

1.4 Prevention, detection, and

3. Biodiversity report (e.g., through a 7. explain the concept of a S8LT-IVg-

4. Ecosystems 10. describe the transfer of

CONTENT PERFORMANCE LEARNING

Grade 9 – Living Things and Their Environment

FIRST QUARTER/ FIRST GRADING PERIOD

2. Heredity: Inheritance and 3. describe the location of S9LT-Id-28  BEAM: Second

2.1 Location of genes on organized in genes on patterns of non-Mendelian  APEXUnit 6

5. relate species extinction S9LT-Ie-f-

4. Ecosystems 1. the structure and design and conduct an  BEAMLearning

SECOND QUARTER/SECOND GRADING PERIOD

the description of the atomic model

4. explain how ions are S9MT-IIe-f-

4. Mole Concept 7. use the mole concept to  EASE

Grade 9 – Earth and Space

THIRD QUARTER/THIRD GRADING PERIOD

1.2 Volcanic Eruptions 1. describe the different Inside the

3. explain what happens

5. illustrate how energy from

2.Climate factors that affect participate in activities 7. explain how different

3. Constellations the relationship between discuss whether or not  EASE Integrated