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.
Enhanced Science Instructional 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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GRADE LEVEL STANDARDS
GRADE LEVEL STANDARDS
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.
Learners learn that the cells in similar tissues and organs in other animals are similar to those in human beings but differ somewhat from
cells found in plants.
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,
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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.
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 the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that
protect and conserve economically important species used for food.
In Grade 9 Biology, learners study the coordinated functions of the digestive, respiratory, and circulatory systems, and learn that nutrients
enter the bloodstream and combine with oxygen taken in through the respiratory system. Together, they are transported to the cells where
oxygen is used to release the stored energy. Learners study the structure of genes and chromosomes, and the functions they perform in the
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transmission of traits from parents to offspring. Additional topics are given to learners to give them a deeper understanding of
foundations and application of biotechnology. They will 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. Learners learn that most species that have
once existed are now extinct. Species become extinct when they fail to adapt to changes in the environment. They also learn how plants
capture energy from the Sun and store energy in sugar molecules (photosynthesis). This stored energy is used by cells during cellular
respiration. These two processes are related to each other.
In Grade 9 Chemistry, using their understanding of atomic structure learned in Grade 8, learners describe how atoms can form units
called molecules. They also learn about ions. Further, they explain how atoms form bonds (ionic and covalent) with other atoms by the
transfer or sharing of electrons. They also learn that the forces holding metals together are caused by the attraction between flowing
electrons and the positively charged metal ions. Learners explain how covalent bonding in carbon forms a wide variety of carbon
compounds. Recognizing that matter consists of an extremely large number of very small particles, counting these particles is not practical.
So, learners are introduced to the unit—mole. Learners also explain how new compounds are formed in terms of the rearrangement of
particles. They also recognize that a wide variety of useful compounds may arise from such rearrangements. In addition, learners learn
how to name common inorganic ionic and covalent compounds. They also learn that carbon atoms have the abilities to combine
with one another, can form various types of bonds like single bond, double bond, and triple bonds with other carbon atoms and
other elements. Also, they learn that these special abilities of carbon atoms are the reason why they can form many kinds of
useful organic compounds. Learners are also able to investigate properties and uses of common organic compounds.
In Grade 9 Physics, learners use the Law of Conservation of Momentum to further deepen their understanding about motion of
objects. From motion in one dimension in the previous grades, they learn at this level about motion in two dimensions using projectile motion
as an example. Learners explain how conservation of mechanical energy is applied in some structures, such as roller coasters, and in
natural environments like waterfalls. They further describe the transformation of energy that takes place in hydroelectric power plants.
Learners also learn about the relationship between heat and work, and apply this concept to explain how geothermal power plants operate.
After they have learned how electricity is generated in power plants, learners further develop their understanding of transmission of
electricity from power stations to homes. As enrichment, concepts on transformers are included in the teaching of power generation,
transmission, and distribution. The learners will differentiate step-up from step-down transformers. The activities involve
calculations to develop the problem solving and other engineering skills of the learners. To further enrich the content, different
electronic components such as resistors, capacitors, inductors, diodes, transistors, and semiconductors are discussed. Learners
also explain how each electronic component works.
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In Grade 9 Earth and Space Science, using models or simulations, learners explain what happens when volcanoes erupt. They
describe the different types of volcanoes and differentiate active volcanoes from inactive ones. They analyze and explain warning signs
prior to volcanic eruptions. They also describe different hazards when volcanoes erupt. Learners also explain how energy from
volcanoes may be tapped for human use. Learners distinguish between weather and climate. They explain how different factors affect the
climate of an area. They learn different climatic phenomena that occur over a wide area (e.g., El Niño and global warming). They also cite
practical ways to reduce risks and lessen the impact of climate change. Learners will now leave the Solar System and learn about the
stars beyond. They infer the characteristics of stars based on the characteristics of the Sun. Using models, learners show that constellations
move in the course of a night because of Earth’s rotation, while different constellations are observed in the course of a year because of the
Earth’s revolution. In addition, learners describe what makes up galaxies and identify its different types. After describing the types
of galaxies, learners will discuss its motion and infer that the Universe is expanding.
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 demonstrate ways to ensure safety and reduce damage during earthquakes, tsunamis, and volcanic eruptions.
They can also relate the geologic processes that occur in the Philippines to its tectonic setting. Learners can explain the factors
affecting the balance and stability of an object to help them practice appropriate positions and movements to achieve efficiency and safety
such as in sports and dancing. Learners discuss alpha, beta and gamma radiation and their properties. They will differentiate
between discrete electronic components and integrated circuits. Learners will have completed the study of the entire organism with
their deeper study of the excretory and reproductive systems. They can explain in greater detail how genetic information is passed from
parents to offspring, and how diversity of species increases the probability of adaptation and survival in changing environments. In addition,
the learners will discuss ethical concerns about new technologies used in detection and treatment of human conditions. Learners
can explain the importance of controlling the conditions under which a chemical reaction occurs. They recognize that cells and tissues of the
human body are made up of water, a few kinds of ions, and biomolecules. These biomolecules may also be found in the food they eat.
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SPIRALLING OF CONCEPTS
Grade 7 Grade 8 Grade 9 Grade 10

PROPERTIES AND STRUCTURE OF MATTER
In Grade 6, learners learned Using models, learners Using their understanding of Learners investigate how gases
how to distinguish learn that matter is made atomic structure learned in behave in different conditions
homogenous from up of particles, the smallest Grade 8, learners describe how based on their knowledge of the
heterogeneous mixtures. In of which is the atom. These atoms can form units called motion of and distances between
Grade 7, learners investigate particles are too small to be molecules. They also learn gas particles. Learners then
properties of solutions that are seen through a microscope. about ions. Further, they confirm whether their explanations
homogeneous mixtures. They The properties of materials explain how atoms form bonds are consistent with the Kinetic
learn how to express that they have observed in (ionic and covalent) with other Molecular Theory. They also learn
concentrations of solutions earlier grades can now be atoms by the transfer or sharing the relationships between volume,
qualitatively and quantitatively. explained by the type of of electrons. temperature, and pressure using
They distinguish mixtures from particles involved and the established gas laws.
substances based on a set of attraction between these They also learn that the forces
properties. particles. holding metals together are In Grade 9, learners learned that
With the use of the caused by the attraction the bonding characteristics of
Learners begin to do guided periodic table of between flowing electrons and carbon result in the formation of
and semi-guided elements, the learners the positively charged metal large variety of compounds. In
investigations, making sure predict the chemical ions. Grade 10, they learn more about
that the experiment they are behaviour of elements these compounds that include
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conducting is a fair test. based on the periodic Learners explain how covalent biomolecules such as
trends of elements. bonding in carbon forms a wide carbohydrates, lipids, proteins, and
variety of carbon compounds. nucleic acids. Further, they will
recognize that the structure of
Recognizing that matter these compounds comprises
consists of an extremely large repeating units that are made up of
number of very small particles, a limited number of elements such
counting these particles is not as carbon, hydrogen, oxygen, and
practical. So, learners are nitrogen.
introduced to the unit—mole.
CHANGES THAT MATTER UNDERGO
Learners recognize that Learners learn that particles Learners explain how new In Grade 9, learners described how
materials combine in various are always in motion. They compounds are formed in terms particles rearrange to form new
ways and through different can now explain that the of the rearrangement of substances. In Grade 10, they
processes, contributing to the changes from solid to liquid, particles. They also recognize learn that the rearrangement of
wide variety of materials. solid to gas, liquid to solid, that a wide variety of useful particles happen when substances
Given this diversity, they and liquid to gas, involve compounds may arise from undergo chemical reaction. They
recognize the importance of a changes in the motion of such rearrangements. further explain that when this
classification system. They and relative distances rearrangement happens, the total
become familiar with elements between the particles, as number of atoms and total mass of
and compounds, metals and well as the attraction newly formed substances remain
non-metals, and acids and between them. the same. This is the Law of
bases. In addition, learners Conservation of Mass. Applying
recognize uses of common They also recognize that this law, learners learn to balance
elements (metals and non- the same particles are chemical equations and solve
metals), compounds, acids involved when these simple mole-mole, mole-mass, and
and bases. changes occur. In effect, no mass-mass problems.
new substances are
Further, learners demonstrate formed.
that homogeneous mixtures
can be separated using
various techniques.
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PARTS AND FUNCTION: ANIMAL AND PLANTS

In Grade 7, learners are In Grade 8, learners gain Learners study the coordinated Learners learn that
introduced to the levels of knowledge of how the body functions of the digestive, organisms have feedback
organization in the human body breaks down food into forms respiratory, and circulatory mechanisms that are
and other organisms. They learn that can be absorbed through systems. coordinated by the nervous
that organisms consist of cells, the digestive system and and endocrine systems.
most of which are grouped into transported to cells. They also learn that nutrients enter These mechanisms help the
organ systems that perform the bloodstream and combine with organisms maintain
specialized functions. Additional Learners learn that gases are oxygen taken in through the homeostasis to reproduce
topics dealing with the study exchanged through the respiratory system. Together, they and survive.
on the use of appropriate respiratory system. This are transported to the cells where
equipment and methods provides the oxygen needed by oxygen is used to release the
especially on biological cells to release the energy stored energy.
techniques, procedures and stored in food.
methods of gathering
specimens are included as They also learn that dissolved
enrichment. 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 Learners study the process of Learners study the structure of Learners are introduced to
non flowering plants reproduce, cell division by mitosis and genes and chromosomes, and the the structure of the DNA
Grade 7 learners are taught that meiosis. They understand that functions they perform in the molecule and its function.
asexual reproduction results in meiosis is an early step in transmission of traits from parents
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genetically identical offspring sexual reproduction that leads to to offspring. Additional topics are They also learn that changes
whereas sexual reproduction gives variation. In addition, the given to learners to give them a that take place in sex cells
rise to variation. learners will discuss deeper understanding of are inherited while changes
applications of traditional and foundations and application of in body cells are not passed
modern biotechnology with biotechnology. They will on.
regards to livelihood, food manifest understanding of
products and health. 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 Learners learn that species Learners learn that most species Learners revisit the
similar tissues and organs in other refers to a group of organisms that have once existed are now mechanisms involved in the
animals are similar to those in that can mate with one another extinct. Species become extinct inheritance of traits and the
human beings but differ somewhat to produce fertile offspring. They when they fail to adapt to changes changes that result from
from cells found in plants. learn that biodiversity is the in the environment. these mechanisms.
collective variety of species Learners explain how natural
living in an ecosystem. This selection has produced a
serves as an introduction to the succession of diverse new
topic on hierarchical taxonomic species. Variation increases
system. the chance of living things to
survive in a changing
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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 Learners learn how energy is Learners learn how plants capture Learners investigate the
occur among the different levels of transformed and how materials energy from the Sun and store impact of human activities
organization in ecosystems. are cycled in ecosystems. energy in sugar molecules and other organisms on
Organisms of the same kind (photosynthesis). This stored energy ecosystems.
interact with each other to form is used by cells during cellular
populations; populations interact respiration. These two processes They learn how biodiversity
with other populations to form are related to each other. influences the stability of
communities. ecosystems.

FORCE AND MOTION
From a simple Learners To deepen their understanding of From learning the basics of forces in
study the
Grade 8, learners extend their
understanding of motion, concept of force and its motion, learners use the Law of
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learners study more relationship to motion.
Conservation of Momentum to understanding of forces by describing
scientific ways of describing They use Newton‘s Laws
further explain the motion of objects. how balanced and unbalanced
(in terms of distance, speed, of Motion to explain why
forces, either by solids or liquids,
and acceleration) and objects move (or do not From motion in one dimension in the affect the movement, balance, and
move) the way they do previous grades, they learn at this
representing (using motion stability of objects. Learners become
(as described in Grade 7). level about motion in two dimensions
diagrams, charts, and They also realize that if
familiar with the factors affecting
graphs) the motion of using projectile motion as an equilibrium, balance, and stability.
force is applied on a example.
objects in one dimension. body, work can be done
Concepts about scalars and may cause a change
and vectors, finding the in the energy of the body.
resultant vector using As an enrichment,
graphical method, and concepts of free body
graphing motion shall be diagrams shall be
discussed in order to incorporated in the
enrich the content in discussion on balanced
and unbalanced forces.
Physics. Such skills
This would develop the
would develop the learners’ analytical
learners’ drafting and skills and other
mechanical engineering engineering skills.
skills. Understanding the
concepts of Work,
Energy, and Power are
also necessary.
ENERGY
This time learners recognize
Learners explain how conservation Learners acquire more knowledge
that different forms of energy
Learners realize that of mechanical energy is applied in about the properties of light as
travel in different ways—light
transferred energy may some structures, such as roller applied in optical instruments.
and sound travel through
cause changes in the coasters, and in natural Learners also use the concept of
waves, heat travels through
properties of the object. environments like waterfalls. They moving charges and magnetic fields
moving or vibrating particles,
They relate the further describe the transformation of in explaining the principle behind
and electrical energy travels
observable changes in energy that takes place in generators and motors.
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through moving charges. temperature, amount of
hydroelectric power plants.
In Grade 5, they learned about current, and speed of
Learners understand the
the different modes of heat sound to the changes in Learners also learn about the
properties, effects and application
transfer. This time, they energy of the particles. relationship between heat and work,
of electromagnetic waves and
explain these modes in terms and apply this concept to explain
nuclear radiation. By studying
of the movement of particles. how geothermal power plants
nuclear radiation, learners
To further enrich the operate.
compare the types and properties
concepts on Electricity, After they have learned how
of alpha, beta and gamma rays,
schematic diagraming of electricity is generated in power
explain radioactive decay, and
electrical components, plants, learners further develop their
solve problems involving half-life
circuit connections, understanding of transmission of
of radioactive atoms.
electrical hazards and electricity from power stations to
electrical safety shall be homes.
To further enrich the content,
discussed. Basic
understanding the concepts on
electronic components
electronics is imperative. Learners
and symbols shall also be As an enrichment, concepts about
differentiate between discrete
included/attached in the transformers (step-up and step-
electronic components and
discussion of schematic down transformers) shall be
integrated circuits, explain
diagramming of electrical included in the teaching of power
different types of logic gates and
components. generation, transmission, and how they are used in common
distribution. The activity shall electronic devices, and discuss
involve calculations to develop applications of electronics in
the problem solving and other different fields
engineering skills of the learners.
To further enrich the content,
different electronic components
such as resistors, capacitors,
inductors, diodes, transistors, and
semiconductors shall be
discussed. Learners also explain
how each electronic component
works
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GEOLOGY
Learners will explore and locate Being located along the Ring
As a result of being located Using maps, learners will
places using a coordinate system. of Fire, the Philippines is
They will discover that our along the Ring of Fire, the home to many volcanoes. discover that volcanoes,
country’s location near the equator Philippines is prone to Using models, learners will earthquake epicenters, and
and along the Ring of Fire earthquakes. Using models, explain what happens when mountain ranges are not
influences elements of up learners will explain how quakes volcanoes erupt. They will randomly scattered in different
Philippine environment (e.g., are generated by faults. They describe the different types of places but are located in the
natural resources and climate). will try to identify faults in the volcanoes and differentiate same areas. This will lead to an
Learners will explain how soil, active volcanoes from inactive
community and differentiate appreciation of plate tectonics—a
water, and air may be polluted as ones. They will also explain
a result of the different ways that active faults from inactive ones. how energy from volcanoes theory that binds many geologic
people use Earth’s resources. Learners describe the different may be tapped for human processes such as volcanism and
They will cite ways to lessen the hazards that result from the use. earthquakes. Learners will relate
pollution of soil, water, and air as occurrence of earthquakes Learners will explain the geologic processes that occur
Earth’s resources are used in warning signs that in the Philippines to its tectonic
everyday life plan (and scientists use in predicting setting.
implement, if possible) an volcanic eruptions. They
environmental activity or project. will also describe the
In addition, learners will different hazards that result
promote an environmental when volcanoes erupt.
activity or project about
conservation and preservation
of resources
METEOROLOGY
Being located beside the In this grade level, learners
Learners will explain the Note: The theory of plate
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Pacific Ocean, the will distinguish between
occurrence of atmospheric tectonics is the sole topic in Earth
Philippines is prone to weather and climate. They will
phenomena (breezes, monsoons, typhoons. In Grade 5, the explain how different factors and Space in Grade 10. This is
and ITCZ) that are commonly effects of typhoons were affect the climate of an area. because the theory binds many of
experienced in the country as a tackled. Here, learners will They will also be introduced the topics in previous grade
result of the Philippines’ location explain how typhoons to climatic phenomena that levels, and more time is needed
with respect to the equator, and develop, how typhoons are occur over a wide area (e.g., to explore connections and
surrounding bodies of water and affected by landforms and El Niño and global warming). deepen learners’ understanding
bodies of water, and why Learners will distinguish
landmasses.
typhoons follow certain between weather and cite
paths as they move within practical ways to reduce
the Philippine Area of risks and lessen the impact
Responsibility. of climate change
Learners describe the
different effects of tropical
cyclones depending on the
location of the community
ASTRONOMY
Learners will now leave the
Learners will explain the Learners will complete their
Solar System and learn about
occurrence of the seasons and survey of the Solar System by the stars beyond. They will
eclipses as a result of the motions describing the characteristics of infer the characteristics of
of the Earth and the Moon. Using asteroids, comets, and other stars based on the
models, learners will explain that members of the Solar System. characteristics of the Sun.
because the Earth revolves around Using models, learners will
the Sun, the seasons change, and show that constellations move
in the course of a night
because the Moon revolves around
because of Earth’s rotation,
the Earth, eclipses sometimes while different constellations
occur are observed in the course of
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a year because of the Earth’s
revolution.
Learners will now leave the
Solar System and learn
about the stars beyond.
They will describe what
makes up galaxies and
identify the different types
of galaxies through
pictures. Learners will also
discuss the motion of
galaxies and infer that the
Universe is expanding.
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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
Investigations Learnersdemonstrate be able to: able to…
an understanding of:
1. Ways of acquiring
knowledge and solving perform in groups
scientific ways of
problems in guided 1. describe the
acquiring knowledge investigations components of a
and solving problems involving scientific investigation;
community-based
problems using
locally available
materials
2. Diversity of Materials 2. Describe the
in the Environment prepare different components of a
components of a concentrations of solution
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solution mixtures according 3. investigate properties
to uses and of unsaturated or
some important availability of saturated solutions;
properties of solutions materials 4. express concentrations
of solutions
2.1 Solutions quantitatively by
preparing different
concentrations of
mixtures according to
uses and availability of
materials;
investigate the
properties of
the properties of mixtures of varying
2.2 Substances and 5. distinguish mixtures
substances that concentrations
Mixtures from substances based
distinguish them from using available
on a set of properties;
mixtures materials in the
community for
specific purposes
6. recognize that
make a chart,
substances are
poster, or
classified into
multimedia
2.3 Elements and classifying substances elements and
presentation of
Compounds as elements or compounds;
common elements
compounds 7. recognize uses of
showing their
common elements
names, symbols,
and compound
and uses
2.4 Acids and Bases the common properly interpret 8. determine basic and
properties of acidic product labels of acidic mixtures using
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acidic and basic
mixture, and
practice safe ways
and basic mixtures of handling acids natural indicators; and
and bases using
protective clothing
and safety gear
9. describe some
properties of metals and
non-metals such as
luster, malleability,
2.5 Metals and Non- properties of metals
ductility, and
metals and nonmetals
conductivity.
10.recognize uses of
metals and non-
metals
Living Things
I.Parts and Functions The Learners The Learners The Learners should be able  BEAM: Tools
demonstrate an should be able to: to… used in the
understanding of: Development
1. Identify parts of the of Biology &
1. Microscopy the parts and employ microscope and their Biotechnology
functions of the appropriate functions; Tools in
compound techniques using Biology
microscope the compound
microscope to
gather data about
2. Biological very small objects 2. Focus specimens
Techniques, techniques, using
Procedures and procedures and Use  Conduct
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Methods methods for appropriate
 Proper use of gathering equipment and
laboratory specimens methods for
Apparatus/Equipment gathering
 Slide preparation biological
specimens.
Prepare
biological laboratory hands-
specimen: on activities in
1 Insect preparing
preservation biological
2 Preparation specimen.
and maintenance
of aquarium,
terrarium and
herbarium
3 Preservation of
specimen
2. Levels of Biological the different levels 3. describe the

Organization of biological different levels of
S7LT-
organization biological
IIc-3
organization from
cell to biosphere;
3. Animal and Plant the difference 4. differentiate plant  BEAM: The
Cells between animal and and animal cells S7LT- Basic Unit of
plant cells according to IId-4 Life
presence or absence
of certain organelles;
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5. explain why the cell
is considered the
S7LT-
basic structural and
IIe-5
functional unit of all
organisms;
4. Fungi, Protists, and organisms that can
Bacteria only be seen
6. identify beneficial
through the S7LT-
and harmful
microscope, many of IIf-6
microorganisms;
which consist of only
one cell
7. differentiate asexual
II. Heredity: reproduction being from sexual
Inheritance and both asexual or reproduction in
Variation sexual terms of:
7. 1 number of S7LT-
1. Asexual individuals IIg-7
reproduction involved;
2. Sexual reproduction 7. 2 similarities of
offspring to
parents;
8. describe the process S7LT-
of fertilization; IIg-8
9. differentiate biotic
II. Ecosystems from abiotic S7LT-
components of an IIh-9
ecosystem;
1. Components of an organisms interacting conduct a 10. describe the different S7LT-
ecosystem with each other and collaborative action ecological IIh-10
2. Ecological with their to preserve the relationships found in
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relationships environment to ecosystem in the an ecosystem;
2.1 Symbiotic survive locality 11. predict the effect of
relationships changes in one
S7LT-
2.2 Non symbiotic population on other
IIi-11
relationships populations in the
3. Transfer of energy ecosystem; and
through trophic 12. predict the effect of
levels changes in abiotic S7LT-
factors on the IIj-12
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
Dimension demonstrate an be able to: to…
understanding of:
1. Descriptors of Motion 1. describe the motion
S7FE-
1.1 Distance or motion in one conduct a forum of an object in terms
IIIa-1
Displacement dimension on mitigation and of distance or
1.2 Speed or Velocity disaster risk displacement, speed
1.3 Acceleration reduction or velocity, and
acceleration;
2. Motion Detectors 2. differentiate
2.1 Scalars and quantities in terms of S7FE-
Vectors magnitude and IIIa-2
2.2. Graphical Method
direction;
in finding the
Resultant Vector 3. Determine the S7FE-
resultant vector IIIb-3
2.3. Graphing Motion using graphical
method
4. create and interpret
Page 22 of 64
visual representation
of the motion of
objects such as tape
charts and motion
graphs;
II. Waves S7LT-
5. infer that waves
waves as a carriers IIIc-4
carry energy;
1. Types of Waves of energy
2. Characteristics of 6. differentiate
Waves transverse from
2.1 Amplitude longitudinal waves, S7LT-
2.2 Wavelength and mechanical from IIIc-5
3. Wave Velocity electromagnetic
waves;
7. relate the
S7LT-
characteristics of
IIId-6
waves;
III. Sound 8. describe the
the characteristics of characteristics of
1. Characteristics of sound sound using the
S7LT-
sound concepts of
IIId-7
1.1.Pitch wavelength,
1.2 Loudness frequency, velocity,
1.3 Quality and amplitude ;
9. explain sound S7LT-
production in the IIIe-8
human voice box,
and how pitch,
loudness, and quality
of sound vary from
Page 23 of 64
one person to
another;
10. describe how
organisms produce,
transmit, and
receive sound of S7LT-
various frequencies IIIe-9
(infrasonic, audible,
and ultrasonic
sound);
IV. Light the characteristics of suggest proper 11. Relate
1. Characteristics of light lighting in various characteristics of
Light activities light such as color to
S7LT-
1.1 Intensity or frequency and
IIIf-10
Brightness wavelength, and
1.2 Color intensity to
amplitude.
12. infer that light
S7LT-
travels in a straight
IIIg-11
line;
V. Heat
1. Heat Transfer how heat is S7LT-
13. infer the conditions
1.1 Conduction transferred IIIh-i-
necessary for heat
1.2 Convection 12
transfer to occur;
1.3 Radiation
VI. Electricity 14. describe the
1. Charges charges and the different types of S7LT-
2. Charging processes different charging charging IIIj-13
processes processes; and
15. explain the S7LT-
Page 24 of 64
importance of
earthing or IIIj-14
grounding.
Grade 7 – Earth and Space
FOURTH QUARTER/FOURTH GRADING PERIOD
1.The Philippine The Learners The Learners shall The Learners should be
Environment demonstrate an be able to: able to…
understanding of:
S7ES-
1.1 Location of the analyze the 1. demonstrate how places
IVa-1
Philippines using a the relation of advantage of the on Earth may be located
coordinate system geographical location location of the using a coordinate
1.2. Location of the of the Philippines to Philippines in system;
Philippines with its environment relation to the 2. describe the location of
respect to climate, weather, the Philippines with S7ES-
the use of earth’s respect to the continents IVa-2
landmasses and and seasons
resources. and oceans of the world;
bodies of water
3. recognize that soil,
1.3. Conservation of promote an
the consequences water, rocks, coal, and
natural resources environmental
of the use of other fossil fuels are S7ES-
1.4. Pollution in the activity or project
resources by Earth materials that IVb-3
environment about
people. people use as
conservation and
resources;
preservation of
1. describe ways of using S7ES-
resources
Earth's resources IVb-4
sustainably;
2. explain how soil, water,
and air may be polluted
as a result of the
different ways that
people use Earth’s
resources
Page 25 of 64
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
Atmosphere phenomena that from the Sun interacts
S7ES-
2.1. Greenhouse effect occur in the with the layers of the
IVd-5
and global warming atmosphere atmosphere;
2.3. Land and sea
breezes 6. explain how some
S7ES-
2.4. Monsoons human activities affect
IVd-6
2.5. Intertropical the atmosphere ;
convergence zone 7. account for the
occurrence of land and
sea breezes,
S7ES-
monsoons, and
IVe-7
intertropical
convergence zone
(ITCZ)
8. describe the effects of S7ES-
certain weather IVe-8
systems in the
Philippines;
Page 26 of 64
3. Seasons in the the relationship of 9. using models, relate:
Philippines the seasons and the 9.1 the tilt of the Earth S7ES-
3.1. Relation of seasons position of the Sun to the length of IVe-9
to the position of the in the sky daytime;
Sun in the sky 9.2 the length of
3.2. Causes of seasons in daytime to the
the Philippines amount of energy
received;
9.3 the position of the
Earth in its orbit to
the height of the
Sun in the sky; S7ES-
9.4 the height of the IVe-10
Sun in the sky to
the amount of
energy received;
9.5 the latitude of an
area to the amount
of energy the area
receives;
10. show what causes
change in the seasons in S7ES-
the Philippines using IVi-11
models;
4. Eclipses the occurrence of
4.1. Solar Eclipse eclipses 11. explain how solar and S7ES-
4.2. Lunar Eclipse lunar eclipses occur; and IVj-12
S7ES-
12. collect, record, and IVj-13
report data on the beliefs
Page 27 of 64
and practices of the
community in relation to
eclipses.
GRADE 8

Grade 8 – Force, Motion, and Energy
The Learners The Learners shall The Learners should be able

demonstrate an be able to: to…
Forces and Motion
understanding of:
develop a written
Newton’s three laws plan and implement 1. investigate the relationship S8FE-Ia-15
1. Balanced and
Unbalanced Forces of a “Newton’s between the amount of
2. Free Body Diagrams motion and uniform Olympics” force applied and the
3. Laws of Motion
circular motion mass of the object to the
3.1 Law of Inertia amount of change in the
3.2 Law of object’s motion;
Acceleration
3.3 Law of 2. infer that when a body S8FE-Ia-16
Interaction exerts a force on another,
an equal amount of force
Page 28 of 64
is exerted back on it;
3. demonstrate how a body

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

to bodies in uniform S8FE-Ib-18
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 work related to 6. identify situations in which

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

S8FE-Id-22
Energy kinetic energy;
1.5 Power 9. relate speed and position of S8FE-Id-23

object to the amount of
Page 29 of 64
energy possessed by a
body;
3. Sound 10. infer how the movement

of particles of an object
the propagation of S8FE-Ie-24
affects the speed of
sound sound through it;
through solid, liquid,
and gas 11. investigates the effect of
temperature to speed of
S8FE-Ie-25
sound through fair
testing;
4. Light some properties and discuss phenomena 12. demonstrate the

characteristics of such as blue sky, existence of the color
visible light rainbow, and red components of visible S8FE-If-26
sunset using the light using a prism or
concept of diffraction grating;
wavelength and
frequency of visible 13. explain the hierarchy of
light colors in relation to S8FE-If-27
energy;
14. explain that red is the S8FE-If-28

least bent and violet the
most bent according to
their wavelengths or
Page 30 of 64
frequencies;
5. Heat heat and

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

resistance between current and S8FE-Ih-30
6.1 Current
relationship, electric charge;
6.2 Voltage power, electric
energy, and home 17. explain the advantages
6.3 Resistance circuitry and disadvantages of
S8FE-li-31
series and parallel
6.4 Circuit connections in homes;
Connection
18. differentiate electrical
6.5 Schematic
power and electrical S9FE-li-32
Diagrams
energy; and
6.6 Electronic
19. explain the functions of
Components
circuit breakers, fuses,
6.7 Electrical Safety earthing, double
S8FE-li-33
insulation, and other
6.8 Electrical safety devices in the
Hazards
home.
Page 31 of 64
SECOND QUARTER/ SECOND GRADING PERIOD

1. Earthquakes and demonstrate an be able to: to…
Faults understanding of:
S8ES-IIa-14
1.1 Active and inactive 1. participate in 1. using models or
faults the relationship decision making illustrations, explain
1.2 How faults between faults and on where to build how movements along
generate faults generate
earthquakes structures based
earthquakes earthquakes;
on knowledge of
1.3 How earthquakes 2. differentiate the S8ES-IIa-15
the location of 2.1 epicenter of an
generate tsunamis active faults in the earthquake from its
1.4 Earthquake focus community focus;
and epicenter
2.2 intensity of an
1.5 Earthquake
earthquake from its
intensity and 2. make an
magnitude;
magnitude emergency plan
2.3 active and inactive
1.6 Earthquake and prepare an
faults;
preparedness emergency kit for
use at home and
1.7 How earthquake in school
waves provide
3. describe the different
information about
hazards that result from
the interior of the
the occurrence of
Earth
earthquakes
2. Earthquake Hazards
Page 32 of 64
3. Earthquake waves
and the Earth’s 4.demonstrate how
S8ES-IIb-
interior underwater earthquakes
16
generate tsunamis;
5. explain how earthquake

waves provide information
S8ES-IIc-17
about the interior of the
earth
2. Understanding the formation of 1. demonstrate

S8ES-IId-
Typhoons typhoons and their precautionary 3. explain how typhoons
18
2.1 How typhoons movement within the measures before, develop;
develop PAR during, and after
4. infer why the S8ES-IId-
2.2 Why the Philippines a typhoon, Philippines is prone to 19
is prone to including typhoons;
typhoons following
2.3 How landforms and advisories, storm
bodies of water signals, and calls
affect typhoons for evacuation
within the Philippine given by
Area of government
agencies in
Page 33 of 64
Responsibility (PAR) charge

2.4. Storm surges,
flooding,
landslides 2. participate in 5. explain how
activities that landmasses and bodies S8ES-IIe-20
lessen the risks of water affect
typhoons;
brought by
6. trace the path of
typhoons
typhoons that enter
the Philippine Area of S8ES-IIf-21
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 characteristics of discuss whether or 8. compare and contrast S8ES-IIg-
Solar System comets, meteors, and not beliefs and comets, meteors, and 22
3.1 Comets asteroids practices about asteroids;
3.2 Meteors comets and meteors 9. predict the appearance S8ES-IIh-
of comets based on 23
3.3 Asteroids have scientific basis
recorded data of
previous appearances;
and
Page 34 of 64
10. explain the regular

occurrence of meteor S8ES-IIi-j-
showers 24
Grade 8 – Matter

demonstrate an be able to: to…
understanding of:
1. The Particle Nature of 1. explain the difference
Matter present how water between an element S8MT-IIIa-
the particle nature of behaves in its and a compound b-8
1.1 Elements, matter as basis for different states 2. explain the properties of
Compounds, and explaining properties, within the water solids, liquids, and gases
Mixtures physical changes, cycle based on the particle
1.2 Atoms and and structure of nature of matter;
Molecules substances and
mixtures 3. explain physical changes in
terms of the arrangement S8MT-IIIc-
and motion of atoms and d-9
molecules;
2. Atomic Structure 4. determine the number of S8MT-IIIe-

protons, neutrons, and
Page 35 of 64
the identity of a
2.1 Protons substance according electrons in a particular
f-10
2.2 Neutrons to its atomic atom;
2.3 Electrons structure
3. Periodic Table (PT) of the periodic table of 5. trace the development of

Elements elements as an the periodic table from
S8MT-IIIg-
organizing tool to observations based on
h-11
3.1 Development of the determine the similarities in properties of
PT chemical properties elements; and
3.2 Arrangement of of elements
elements
3.3 Periodic trends
in properties of 6. use the periodic table to
S8MT-IIIi-
elements in the predict the chemical
j-12
periodic table behaviour of an element.
3.4 Reactive and
nonreactive metals
Grade 8 – Living Things and Their Environment
FOURTH QUARTER/ FOURTH GRADING PERIOD
1. Structures and The Learners The Learners should The Learners should be able S8LT-IVa-
Functions: Focus on the demonstrate an be able to: to… 13
Digestive System understanding of:
Page 36 of 64
1.1 Organs of the 1. the digestive present an analysis 1. explain ingestion,

digestive system system and its of the data gathered absorption, assimilation,
and their interaction with on diseases resulting and excretion;
interaction with the circulatory, from nutrient
organs of the respiratory, and deficiency 2. explain how diseases of
respiratory, excretory systems the digestive system are S8LT-IVb-
circulatory, and in providing the prevented, detected, and 14
excretory systems body with treated;
nutrients for
energy
3. identify healthful practices S8LT-IVc-
1.2 Changes in food as that affect the digestive 15
it undergoes 2. diseases that
system;
physical and result from
chemical digestion nutrient deficiency
and ingestion of
harmful
substances, and
1.3 Diseases resulting
their prevention
from nutrient
and treatment
deficiency and
ingestion of harmful
substances
1.4 Prevention,
detection, and
treatment of
diseases of the
Page 37 of 64
digestive system
2. Heredity: Inheritance 1. how cells divide to report on the 4. compare mitosis and  BEAM: Cell
S8LT-IVd-
and Variation of Traits produce new cells importance of meiosis, and their role in Growth &
16 Reproduction
variation in plant the cell-division cycle;
2.1 Stages of mitosis 2. meiosis as one of and animal breeding
the processes 5. explain the significance of  BEAM: Link to
S8LT-IVe- your Past
2.2 Stages of meiosis producing genetic meiosis in maintaining the
17
variations of the chromosome number;
2.3 Mendelian Mendelian Pattern
Genetics 6 .predict phenotypic S8LT-IVf-
of Inheritance
2.4 Introduction to expressions of traits following 18
Biotechnology simple patterns of
2.5 Modern 3. use
biotechnology in inheritance;
Biotechnology
livelihood,
promotion of 7.apply understanding of
food production biotechnology used in the
and health livelihood, promotion of
food production and health
develops
innovative,
marketable,
replicable and
cost-effective
products resulting
from
understanding of
Page 38 of 64
biotechnology
3. Biodiversity report (e.g., through 7. explain the concept of a S8LT-IVg-

4. the concept of a a travelogue) on the species; 19
3.1 Species diversity species activities that
3.2 Hierarchical communities engage 8. classify organisms using
S8LT-IVh-
taxonomic system 5. the species as in to protect and the hierarchical taxonomic
20
of classification being further conserve system;
3.3 Protection and classified into a endangered and
hierarchical 9. explain the advantage of
conservation of economically
taxonomic system high biodiversity in S8LT-IVh-
endangered and important species
economically maintaining the stability of 21
important species 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 energy and the comparing food trophic levels;
in Trophic Levels cycling of materials in choices based on
an ecosystem the trophic levels 11. analyze the roles of
4.2 Cycling of materials
organisms in the cycling S8LT-IVi-23
in the ecosystem
of materials;
4.2.1Water cycle
12. explain how materials
4.2.2Oxygen- cycle in an ecosystem; S8LT-IVi-24
carbon cycle and
Page 39 of 64
4.2.3Nitrogen cycle
13.suggest ways to minimize
4.3 Impact of human S8LT-IVj-
human impact on the
activities in an 25
environment.
ecosystem
GRADE 9
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
FIRST QUARTER/ FIRST GRADING PERIOD
1. Respiratory and The Learners demonstrate The Learners should be The Learners should be able S9LT-la-b-  BEAM: Second
Circulatory Systems an understanding of: able to: to… 26 Year – Biology
Organ System -
Page 40 of 64
STANDARDS MATERIALS
Working with the Circulatory

other Organ Systems System
1. how the different conduct an information 1. explain how the  EASEBiology M11
structures of the dissemination activity respiratory and circulatory Energy Producing
circulatory and on effective ways of systems work together to & Distributing
respiratory systems work taking care of the transport nutrients, Systems Lessons
2&3
together to transport respiratory and gases, and other
oxygen-rich blood and circulatory systems molecules to and from
nutrients to the different based on data gathered the different parts of the
parts of the body from the school or local body;
health workers
2. the prevention,
detection, and treatment
of diseases affecting the 2. infer how one’s lifestyle  APEXBiology Unit
can affect the functioning IV The Organ
circulatory and S9LT-lc-27
of respiratory and Systems Lessons
respiratory systems 11 & 12
circulatory systems;
2. Heredity: 3. describe the location of  BEAM: Second

Inheritance and genes in chromosomes; Year – Your
Variation 1. how genetic information S9LT-Id- Genetic Book of
4. explain the different
is organized in genes on 28 Life
chromosomes patterns of non-Mendelian  APEXUnit 6
2.1 Location of genes
inheritance; Genetics Lesson
on chromosomes 3 The Structure
2.2 Non-Mendelian 2.the different patterns of of DNA
inheritance inheritance  EASE Biology
5.Explain how modern
2.2.1 Incomplete S9LT-Id- Module14 Lesson
biotechnology works.
Page 41 of 64
STANDARDS MATERIALS
dominance utilize biotechnology 3

2.2.2 Sex-linked 3 .biotechnology to help in making informed
traits them make informed decision in choosing 6.Propose how
2.2.3 Multiple decision in promoting matters pertaining to biotechnology can be
alleles good health,improving promotion of good applied in addressing
livelihood, and making health, improvement 29
2.6 Multiple genes certain situations or
intelligent and moral of livelihood, and solving some problems
3.Foundation and choices. making intelligent and (e.g. crimes
application of moral choices
Biotechnology
make a multimedia
3. Biodiversity and how changes in the presentation of a
Evolution environment may affect timeline of extinction of 5. relate species extinction
species extinction representative to the failure of
microorganisms, plants, populations of organisms S9LT-Ie-f-
3.1 Causes of and animals to adapt to abrupt 30
Species Extinction changes in the
3.1.1 natural environment; and
3.1.2
anthropogenic
4. Ecosystems 1. the structure and design and conduct an 6. differentiate basic  BEAMLearning
function of plant parts investigation to provide S9LT-lg-j- Guide Biology
features and importance
and organelles involved evidence that plants can 31 Food for Life
of photosynthesis and
 BEAMLearning
in photosynthesis manufacture their own respiration.
Page 42 of 64
STANDARDS MATERIALS
4.1 Flow of Energy food Guide Biology

and Matter in 2. the structure and Creating Energy
Ecosystems function of for Life
 EASEBiology
mitochondrion as the
Module 4
main organelle involved
Photosynthesis
4.1.1 in respiration  EASE Biology
Photosynthesis Module 5 Cellular
Respiration
4.1.2 Respiration  APEXBiology Unit
3 Life Energy
Grade 9 – Matter
SECOND QUARTER/SECOND GRADING PERIOD
The Learners demonstrate The Learners shall be The Learners should be able S9MT-IIa-
an understanding of… able to: to… 13a
1. Electronic Structure
of Matter the development of atomic 4.describe how the Bohr S9MT-IIa-
models that led to the model of the atom 13b
description of the behavior improved Rutherford’s
atomic model
of electrons within atoms
5.explain how the Quantum
Mechanical Model of the
atom describes the
energies and positions of
the electrons
Page 43 of 64
STANDARDS MATERIALS
 EASEChemistry
1. explain the formation of Module 14 The
1. how atoms combine ionic and covalent bonds; Chemical Bonds
with other atoms by Lesson 1
2. Chemical Bonding transferring or by S9MT-IIa-  BEAMYear 3
2.1 Ionic and sharing electrons 13c Module 3 Metallic
Covalent Bonding Link
2. forces that hold  EASEChemistry
metals together Module 14 The
2. recognize different types of 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-

formed; f-16
3. The Variety of Carbon the type of bonds that 5. explain how the structure S9MT-IIg-
Compounds carbon forms that result in of the carbon atom affects 17
the diversity of carbon the type of bonds it forms;
Page 44 of 64
STANDARDS MATERIALS
3.1 Carbon Atoms compounds 6. recognize the general

S9MT-IIh-
3.2 Organic classes and uses of
18
Compounds organic compounds;
4. Mole Concept 7. use the mole concept to  EASE Chemistry

S9MT-IIi-
the unit, mole, that analyze the percentage express mass of Module 16
19 Stoichiometry
4.1 Mass quantitatively measures the composition of different substances; and
4.2 Moles number of very small brands of two food
4.3 Percentage particles of matter products and decide on 8. determine the percentage
Composition of a the products’ composition of a
S9MT-IIj-
Compound appropriate percentage compound given its
20
composition chemical formula and vice
versa.
The Learners demonstrate The Learners shall be The Learners should be able  EASE Integrated
1.Volcanoes an understanding of: able to: to… Science I Module
12 Inside the
S9ES -
Solid Earth
1.1 Type of IIIa-25
volcanoes volcanoes found in the 1. describe the different
1.2 Volcanic Philippines types of volcanoes;
Eruptions
1.3. Warning signs 2. differentiate between S9ES -
1.4 Energy from active and inactive IIIa-27
volcanoes volcanoes;
Page 45 of 64
STANDARDS MATERIALS
1.5. Volcanic Hazards 3. explain what happens

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

volcanoes may be tapped
for human use; S9ES –
6. describe the different IIIc-d-29
hazards that result
when volcanoes erupt.
2.Climate factors that affect climate, participate in activities 7. explain how different
S9ES-IIIe-
and the effects of changing that reduce risks and factors affect the climate
30
climate and how to adapt lessen effects of climate of an area;
2.1 Factors that accordingly change
affect climate 8. describe certain climatic
2.2 Global climate phenomena that occur on
phenomena a global level; S9ES-IIIf-
31
9. cite practical ways to
Page 46 of 64
STANDARDS MATERIALS
reduce risks and lessen the

impact of climate change
3. Constellations the relationship between the discuss whether or not  EASE Integrated
3.1 Characteristics of visible constellations in the popular beliefs and 10. infer the characteristics of Science 1 Module
S9ES-IIIg-
stars sky and Earth’s position practices with regard to stars based on the 18
32
3.2 Arrangement of along its orbit constellations and characteristics of the Sun;
stars in a group astrology have scientific
3.3 Changing position basis
of constellations 11. infer that the
during the night arrangement of stars in a S9ES-IIIh-
and at different group (constellation) does 33
times of the year not change;
3.4 Beliefs and
practices about 12. observe that the position
constellations and of a constellation changes S9ES-IIIi-
astrology in the course of a night; 34
and
4. Galaxies
13. show which constellations S9ES-IIIj-
4.1. Components of may be observed at 35
galaxies different times of the year
4.2. Types of using models.
galaxies
4.3. Motions of
Page 47 of 64
STANDARDS MATERIALS
galaxies 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 expanding
Grade 9 – Force, Motion, and Energy
The Learners demonstrate The Learners shall be The Learners should be able  APEX Physics Unit
Motion in Two an understanding of: able to: to… 3 Chapter 1 LP 4
Dimensions Falling Bodies
1. describe the horizontal and  BEAM Learning
projectile motion, impulse propose ways to vertical motions of a S9FE-IVa- Guide Physics-4th
1. Projectile Motion
and momentum, and enhance sports related projectile; 34 Year Energy in
1.2.Impulse, Transportation
Momentum conservation of linear to projectile motion
2. investigate the relationship S9FE-IVa- Put It into Motion
and Impulse momentum  APEX Physics Unit
between the angle of 35
1.3.Conservation 3 Chapter 1 LP
release and the height and
of Linear 10 Momentum
range of the projectile;
Momentum
Page 48 of 64
STANDARDS MATERIALS
3. relate impulse and S9FE-IVb-

momentum to collision of 36
objects (e.g., vehicular
collision);
4. infer that the total

S9FE-IVb-
momentum before and
37
after collision is equal;
5. examine effects and

S9FE-IVc-
predict causes of collision-
38
related damages/injuries;
6. explain energy
2. Work Power and conservation of mechanical create a device that transformation in various S9FE-IVc-
Energy energy shows conservation of activities/events (e.g.,  APEX Physics Unit
39
3 Chapter 1 LP
mechanical energy waterfalls, archery,
12 Law of
2.1 Changes in form amusement rides); Conservation of
Page 49 of 64
STANDARDS MATERIALS
of mechanical 7. perform activities to Energy

energy S9FE-IVd-
demonstrate conservation
2.2 Conservation of 40
of mechanical energy;
energy
8. infer that the total
mechanical energy S9FE-IVe-
remains the same during 41
any process;
3. Heat, Work, and the relationship among analyze how power S9FE-IVe-  APEX Physics Unit
9. construct a model to
Efficiency heat, work, and efficiency plants generate and 42 3 Chapter 2 LP 1
demonstrate that heat can Heat Engines
transmit electrical
do work;  BEAM Learning
energy
Guide 4th Year
10. infer that heat transfer Physics Force,
Power, Work and
can be used to do work, S9FE-IVf-
Energy Mode
and that work involves the 43 Swing
release of heat;
11. explain why machines are

S9FE-IVf-
never 100-percent
44
efficient;
12. explain how heat transfer

S9FE-IVg-
and energy transformation
45
make heat engines like
geothermal plants work;
Page 50 of 64
STANDARDS MATERIALS
and
4. Electricity and  BEAM Learning

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

Step-down S9FE-IVh-
Transformers j-46
14. Discuss/ identify
the different electronic make use of/ inspect different electronic
components such as an electronic components and their
resistors, capacitors, system/appliances (i.e functions
inductors, diodes, radio or television unit)
5. Electronics transistors, and and identify the different 15. Differentiate N-type
semiconductors. electronic components and P-type
used semiconductors
Electronic
components Explain how each electronic
component works
(resistors,
capacitors,
inductors, diodes,
Page 51 of 64
STANDARDS MATERIALS
transistors)
Semiconductors
GRADE 10

Page 52 of 64
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
1.1 Distribution 1. demonstrate ways to 1. describe the distribution of S9ES –Ia-j- the
1.1.1 volcanoes the relationship among ensure disaster active volcanoes, 36.1 Environment)
1.1.2 earthquake the locations of preparedness during earthquake epicenters, and
major mountain belts;
epicenters volcanoes, earthquake earthquakes,
1.1.3 mountain epicenters, and mountain tsunamis, and
ranges ranges volcanic eruptions 2. describe the different types S9ES –Ia-j-
1.2 Plate boundaries of plate boundaries; 36.2
1.3 Processes and 2. suggest ways by
landforms along which he/she can 3. explain the different S9ES –Ia-j-
plate boundaries contribute to processes that occur along 36.3
the plate boundaries;
1.4 Internal government efforts in
4. describe the internal S9ES –Ia-j-
structure of the reducing damage due
structure of the Earth; 36.4
Earth to earthquakes,
1.5 Mechanism tsunamis, and 5. describe the possible S9ES –Ia-j-
(possible causes volcanic eruptions causes of plate movement; 36.5
of movement) and
1.6 Evidence of plate 6. enumerate the lines of
movement evidence that support plate S9ES –Ia-j-
movement 36.6
7. relate geologic
2. Plate tectonics and
processes that occur in
Page 53 of 64
the Philippines 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 able  APEX Physics
demonstrate an be able to: to… LP Unit 4
understanding of: Chapter 3:
S10FE-IIa- Lesson 3.3-3.9
1. Electromagnetic Conduct 1. compare the relative
b-47 Electromagneti
Spectrum advocacy on wavelengths of different
the different regions of c Waves
preventing forms of electromagnetic
1.1 Radiowave the electromagnetic harmful effects of waves;
spectrum EM radiation to
1.2 Microwave
living things and 2. cite examples of practical
1.3 Infrared Ray the environment applications of the
different regions of EM S10FE-IIc-
1.4 Visible Light
waves, such as the use of d-48
1.5 Ultraviolet radio waves in
Ray telecommunications;
1.6 X-Ray
1.7 Gamma Ray 3. explain the effects of EM

S10FE-IIe-
radiation on living things
1.8 Radioactivity f-49
and the environment;
(Alpha, Beta,
& Gamma)
Page 54 of 64
2. Light 4. predict the qualitative  APEX Physics

the images formed by characteristics LP Unit I
2.1 Reflection of the different types of (orientation, type, and Chapter 1
S10FE-IIg- Lessons 2-8
Light in mirrors and lenses magnification) of images
50 Plane and
Mirrors formed by plane and
Curve Mirrors
2.2 Refraction of curved mirrors and
Light in lenses;
Lenses
 APEX Physics
5. apply ray diagramming LP Unit I
techniques in describing Chapter 1
S10FE-IIg- Lessons 11-13
the characteristics and
51 Image
positions of images Formation &
formed by lenses; Locating
Images in
Lenses
6. identify ways in which the  APEX Physics
properties of mirrors and LP Unit I
lenses determine their use S10FE-IIh- Chapter 1
Lesson 1
in optical instruments 52
Optical
(e.g., cameras and
Instruments
binoculars);
3. Electricity and 7. demonstrate the  APEX Physics

Create/produce an S10FE-IIi- LP Unit 2
Magnetism the relationship between generation of electricity
improvised electrical 53 Chapter 2
electricity and magnetism by movement of a
device that applies Electromagneti
6.1 Electromagnetic in electric motors and magnet through a coil;
Page 55 of 64
effects generators the principle of an and c Energy

electric motor and/ or
generator 8. explain the operation of a
7. Electronics the applications of simple electric motor and
electronics in different create/produce a generator.
7.1 Integrated fields simple electronic
Circuits 7. Differentiate between
device using different
7.2 Logics Gates discrete electronic
electronic components and
7.3 Applications of
components integrated circuits.
Electronics
10, Explain different types of

logic gates and explain S10FE-IIj-
how logic circuits are used 54
in common electronic
devices
11. Discuss applications of

electronics in different
fields (industries,
communication
companies, medicine,
transportation, scientific
laboratories, space
exploration and research)
Page 56 of 64
The Learners The Learners should be The Learners should be able  APEX Biology
demonstrate an able to: to… Unit 5 Life
understanding of: Reproduction
S10LT-IIIa- Lessons 5-8
1. Coordinated 33 Male and
Functions of the 1. describe the parts of the Reproduction
Reproductive, 1. organisms as having reproductive system and and Fertility
Endocrine, and feedback mechanisms, their functions;  APEX Biology
Nervous Systems which are coordinated Unit 4 The
2. explain the role of Organ
by the nervous and
hormones involved in the S10LT-IIIb- Systems
endocrine systems Lessons
female and male 34
14&15
reproductive systems;
Endocrine &
Nervous
2. how these feedback 3. describe the feedback
Systems
mechanisms help the mechanisms involved in
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;
Page 57 of 64
2. Heredity: 1. the information stored 5. explain how protein is  APEX Biology

Inheritance and in DNA as being used S10LT-IIId- Unit 6
made using information
Variation 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 and Genetics
changes in its product may cause changes in the
structure and function of a
3. mutations that occur in protein;
sex cells as being
heritable
3. Social and
ethical Issues S10LT-IIIe-
relating to 4. that ethical issues 38
Biotechnology associated with 5. Discuss some
biotechnology social and ethical
should be issues associated
considered. with biotechnology
write an essay on 7. explain how fossil  APEX Biology

3. Biodiversity and the importance of records, comparative Unit 7
how evolution through S10LT-IIIf- Evolution
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
Page 58 of 64
4. Ecosystems 9. explain how species

diversity increases the
4.1 Flow of Energy 1. the influence of probability of adaptation S10LT-IIIh-
and Matter in biodiversity on the and survival of organisms 41
Ecosystems stability of ecosystems in changing
4.2 Biodiversity and environments;
Stability
2. an ecosystem as being 10. explain the relationship
4.3 Population capable of supporting between population S10LT-IIIi-
Growth and a limited number of growth and carrying 42
Carrying organisms capacity; and
Capacity
11. suggest ways to S10LT-IIIj-
minimize human impact 43
on the environment.
Grade 10 – Matter
1. Gas Laws The Learners The Learners shall be The Learners should be able S10MT-IVa-  APEX Chemistry
demonstrate an able to: to… b-21 Unit 2 Chapter
understanding of… 3: Gases: The
Fastest-Moving
1.1 Kinetic Molecular
Particles
Theory 1. investigate the
1.2 Volume, how gases behave based relationship between:
pressure, and on the motion and 1.1 volume and pressure
Page 59 of 64
temperature relative distances at constant

relationship between gas particles temperature of a gas;
1.3 Ideal gas law 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

2.1 Elements present biomolecules, which are
2. recognize the major
in biomolecules made up mostly of a
categories of
2.2 Carbohydrates, limited number of
biomolecules such as S10MT-IVc-
lipids, proteins, elements, such as
carbohydrates, lipids, d-22
and nucleic acids carbon, hydrogen,
proteins, and nucleic
2.2.1 Food oxygen, and nitrogen
acids;
Labels
3. Chemical the chemical reactions using any form of 3. apply the principles of  APEX Chemistry
reactions 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 S10MT-IVh-  APEX
affecting life and the affecting rates of Chemistry Unit
j-24
Page 60 of 64
environment chemical reactions are 4 Chapter 2

applied in food Lesson 5
preservation and
materials production,
control of fire, pollution,
and corrosion.
GLOSSARY
Page 61 of 64
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
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.
Page 62 of 64
GLOSSARY
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
Page 63 of 64
Page 64 of 64

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Republic of the Philippines

Grade 7 Grade 8 Grade 9 Grade 10

PARTS AND FUNCTION: ANIMAL AND PLANTS

HEREDITY:INHERITANCE AND VARIATION

BIODIVERSITY AND EVOLUTION

Grade 7 Grade 8 Grade 9 Grade 10

Grade 7 Grade 8 Grade 9 Grade 10

CONTENT PERFORMANCE LEARNING

2. Levels of Biological the different levels 3. describe the

CONTENT PERFORMANCE LEARNING

Grade 8 – Force, Motion, and Energy

FIRST QUARTER/FIRST GRADING PERIOD

The Learners The Learners shall The Learners should be able

is exerted back on it;

3. demonstrate how a body

4. relate the laws of motion

5. infer that circular motion

2. Work Power and work related to 6. identify situations in which

1.4 Potential 8. differentiate potential and

1.5 Power 9. relate speed and position of S8FE-Id-23

3. Sound 10. infer how the movement

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

14. explain that red is the S8FE-If-28

5. Heat heat and

6. Electricity current- voltage- 16. infer the relationship

Grade 8 – Earth and Space

SECOND QUARTER/ SECOND GRADING PERIOD

The Learners The Learners shall The Learners should be able

5. explain how earthquake

2. Understanding the formation of 1. demonstrate

Responsibility (PAR) charge

10. explain the regular

THIRD QUARTER/THIRD GRADING PERIOD

The Learners The Learners shall The Learners should be able

2. Atomic Structure 4. determine the number of S8MT-IIIe-

3. Periodic Table (PT) of the periodic table of 5. trace the development of

Grade 8 – Living Things and Their Environment

FOURTH QUARTER/ FOURTH GRADING PERIOD

1.1 Organs of the 1. the digestive present an analysis 1. explain ingestion,

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

4. Ecosystems 10. describe the transfer of

Grade 9 – Living Things and Their Environment

FIRST QUARTER/ FIRST GRADING PERIOD

Working with the Circulatory

2. Heredity: 3. describe the location of  BEAM: Second

dominance utilize biotechnology 3

4.1 Flow of Energy food Guide Biology

SECOND QUARTER/SECOND GRADING PERIOD

4. explain how ions are S9MT-IIe-

3.1 Carbon Atoms compounds 6. recognize the general

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

Grade 9 – Earth and Space

THIRD QUARTER/THIRD GRADING PERIOD

1.5. Volcanic Hazards 3. explain what happens

5. illustrate how energy from

9. cite practical ways to

reduce risks and lessen the

galaxies 14. describe what makes