CURRICULUM MAP

SCIENCE 8
Grade: 8 Quarter: Third
Writer/s: MS. Christele Fay C. Gonzaga

Core Learning Area Standard

The students demonstrate understanding of basic science concepts and applications of science inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed decisions
and engage in discussions of relevant.
Grade Level Standards
At the end of Grade 8, students:
Learners will have investigated the effects of some factors on the motion of an object based on the Laws of Motion. They can differentiate the concept of work as
used in science and layman’s language. They know 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 originates from warm ocean waters. They recognize other members of solar
system.
Learners explain behavior of matter in terms of the particles it is made. They recognize that ingredients in the food and medical products are made up 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 organism. 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.
QUARTER 3: MATTER
Unit Topic:

STANDARD LEARNING LEARNING ASSESSMENT ACTIVITIES/STRATEGIES TIME

GOAL COMPETENCIES FRAME

Content Standard The learners should be able to

The learners demonstrate ACQUISITION know: Pre-assessment: 20 days
understanding of: 1. Pure substances and  KWHL chart
 The particle nature of mixtures  IRF chart  Loop activity
matter as basis for 2. Particles nature of  Map reading
explaining properties, matter atoms and Formative:  Collaboration discussion
physical changes, and molecules  quiz  Research
structure of 3. Physical states of matter  recitation  New clipping analysis
substances and 4. Properties of matter  lab activity reports  Concept block
mixtures. 5. Changes in matter  group presentation  Inquiry lab
The learners will be skilled at:  model graphic
 Pair work
1. Recognizing the different organizer
modeling and
states of matter in the  Draw and tell
illustration(presentation of matter,
environment. worksheet
phases of matter and composition of
2. Representing particles of
particles)
elements, compound, and Summative:
group reporting/research
mixture.  chapter test
journal entry
3. Explaining the properties  map of conceptual
graphic organizer
of solid, liquids, and change (final)
gases based on the
particle nature of matter.
4. Explaining physical
changes in terms of the
arrangement and motion
of atoms and molecules.

Content Standard ENDURING

The learners demonstrate MAKE - UNDERSTANDING: Closed Reading
understanding of: MEANING Students will understand that: Guided Generalization
The particle nature of matter
as basis for explaining 1. Everything around us,
properties, physical changes, seen or unseen, is matter.
and structure of substances Matter is what composes
and mixtures. our body, our immediate
environment as well as
the farthest entity in the
 universe.
Performance Standard 2. We depend on matter to
The learners shall be able: live. The air that we
 Present how water breathe, the food and
behaves in its different water that we consume,
states within the water and the technological
cycles; products that we enjoy
are all matter.
3. Every form of matter is
identified by a set of
properties.
4. Understanding the
properties of substances
and mixtures allows us to
make informed decisions
on how to appropriately
use them.
5. The particle nature of
matter allows us,
particularly scientist, to
manipulate or engineer
the properties of existing
substances and products
to enhance their
properties or create better
ones suited to our needs.
6. Physical and chemical
changes in matter can
either benefit or harm us
depending on how we
utilize them. While the
phase changes in the
environment which
assure the continuous
geologic cycles in nature,
 and the creation of new
products generally
benefit us, environmental
degradation as a result of
uncontrolled use of some
substance may adversely
affect our health.

ESSENTIAL QUESTIONS:
Students will keep considering
the following questions:
1. Where can we find
matter?
2. How important is
matter?
3. What makes each matter
unique?
4. Why should we know
the nature and properties
of each substance or
mixture?
5. What makes the
understanding of the
particle nature of matter
essential and beneficial?
6. How do changes in
matter affect your
environment and your
health?

Performance Standard TRANSFER GOAL: PERFORMANCE TASK

The learners shall be able: TRANSFER Students will be able to (Differentiated)
 Present how water independently use their learning Your publishing
behaves in its different to creativity show the behavior company will able be
 states within the water of matter, water in particular, in holding its annual 3-days
cycles different states in order to book fair at the Trade
promote awareness and Convention Hall. During the
appreciation of science in nature. event, giveaways such as
educational leaflets,
bookmarks, and comics will
be distributed to the
attendees. The output will
be evaluated based on the
subject knowledge,
appropriateness, grammar
and spelling, and
presentation.

Unit Topic: ATOMIC STRUCTURE

STANDARD LEARNING LEARNING ASSESSMENT ACTIVITIES/STRATEGIES TIME

GOAL COMPETENCIES FRAME

Content Standard The learners should be able to

The learners demonstrate ACQUISITION know: Pre-assessment:
understanding of: 1. Daltons atomic theory  KWHL chart 10 days
 The identity of a 2. Models of the atomic  IRF chart  Loop activity
substance according to structure; Dalton’s  Collaboration discussion
its atomic structure. model, Thomson’s Formative:  Research
model, Rutherford’s  quiz  Inquiry lab
model, Nuclear model,  recitation group reporting/research
Bohr’s model  group presentation journal entry
3. Character and behavior  model graphic graphic organizer
of matter organizer
4. Subatomic particles:  Draw and tell
 electron, proton, and worksheet
neutron
5. Ions and isotopes( An Summative:
introduction)  chapter test
6. Quantum mechanical  map of conceptual
model change (final)
Students will be skilled at:
1. Explaining the
fundamental laws that
support the atomic
theory.
2. Tracing the development
of atomic structure.
3. Illustrating and
describing the different
models of atomic
structure.
4. Describing the
characteristics and
behavior of matter.
5. Characterizing the
subatomic particles.
6. Determining the number
of protons, neutrons, or
electrons in an atom or
ion.
7. Differentiating between
mass number and atomic
number, and between
ions and isotopes.
8. Determining the energy
level and arrangement of
electrons in a atom.
Content Standard ENDURING
The learners demonstrate MAKE - UNDERSTANDING: Closed Reading
understanding of: MEANING Students will understand that: Guided Generalization
The formation of
typhoons and their 1. The fundamental laws
movement within the are evidence in reaction
Philippine Area of that occur around us- in
Responsibility. cooking, material
rusting, burning, and
many others.
Performance Standard 2. Like the atomic structure
The learners shall be able: in matter, hierarchical
 demonstrate and structure defines a
illustrate society, allows the
precautionary establishment of order,
measures before, and facilitates the
during, and after efficient implementation
typhoon, including of social rules and
following advisories, regulations.
storm signals, and 3. Similar to how scientists
calls for evacuation continuously find
given by responsible scientific ways establish
government agencies the best structure of the
in charge; atom, we also constantly
 participate in activities devise, revisit, and revise
that lessen the risks our approaches to
brought by typhoons. solving our social and
personal concerns until
we arrive at the best
possible solution.
4. Just subatomic particles
identify substances,
several factors, such as
family and friends
contribute to shape our
personality and behavior.
 ESSENTIAL QUESTIONS:
Students will keep considering
the following questions:
1. How are the
fundamental laws of
matter evidenced in
everyday activities
and situations?
2. How essential is a
structure in matter
and in society?
3. How are the
scientist’s attempts
to describe matter
similar to how we
study and solve
social and personal
concerns?
4. As substance are
identified by the
number of their
subatomic particles,
what identifies our
individuality?
Performance Standard TRANSFER GOAL: PERFORMANCE TASK
The learners shall be able: TRANSFER Students will be able to Part of the reconstruction
 To make a creative independently use their learning and reinvention project of a
timeline of how the to creatively present the museum is the introduction
different atomic development of the atomic of new collections of artistic
models have evolved. structure of matter in order to educational displays. As
develop intellectual curiosity and collaborative effrot of the
awareness of the fundamentals science and the art
of matter. departments of the museum,
you will conceptualize and
 create a masterpiece on the
timeline of events in the
discovery of the atomic
structure of matter, showing
the comparative dtails of the
different atomic models.The
output is evaluated through
knowledge of topic,
organization,
appropraiteness, originality,
visual appeal, and audience
impact.

Unit Topic: PERIODIC TABLE

STANDARD LEARNING LEARNING ASSESSMENT ACTIVITIES/STRATEGIES TIME

GOAL COMPETENCIES FRAME

Content Standard The learners should be able to

The learners demonstrate ACQUISITION know: Pre-assessment:
understanding of: 1. History of the  KWHL chart 20 days
 The periodic table of development of the  IRF chart  Loop activity
elements as an periodic table.  Open Forum
organizing tool to 2. Periodic table of Formative:  Collaboration discussion
determine the element :families and  quiz  Video clip
chemical properties of periods; valence  recitation  Research
elements. electrons  lab activity reports  Inquiry lab
3. Trends in the periodic  group presentation  Topographic map reading
table: metallic character,  model graphic
 Talk to expert
atomic size, ionization organizer
 energy, electron affinity,  Draw and tell group reporting/research
electronegativity worksheet journal entry
4. Element in the human graphic organizer
body and in technology. Summative:
 chapter test
 map of conceptual
change (final)

MAKE - ENDURING 
Content Standard MEANING UNDERSTANDING: Closed Reading
The learners demonstrate Students will understand that: Guided Generalization
understanding of:
 The periodic table of 1. Most of our present
elements as an knowledge, such as our
organizing tool to understanding of life
determine the processes and the
chemical properties of characteristics of
elements. elements, all trace back
to a long history of
scholarly works and
Performance Standard experimentations.
The learners shall be able: Studying past works of
 Create a poster on the pioneer help us verify,
essential elements improve, and/or use
needed by human them for human
body, indicating their advantage.
sources, roles and 2. Elements play vital
functions, required roles in our bodily
levels on daily basis, functions and in the
and the effects when development of
taken in excess. technological products
that improve our
quality of life.
3. Just as elements are
 grouped together based
on similar properties,
we also tend easily
establish camaraderie
and develop
friendships with people
who match our
personalities.
4. Understanding the
periodic trends of
elements help us
predict the behavior of
elements, thus widen
the array of possible
and better substitute to
our presently used
substances.
5. We sometimes follow
periodic/regular
patterns in our
everyday activities
such as following a
fixed schedule. But
sometimes we also
deviate from such
routines.

ESSENTIAL QUESTIONS:
Students will keep considering
the following questions:
1. How does studying the
past help us understand
and improve the present.
2. Why are elements
 essential to life?
3. How do we compare
elements and humans in
terms of grouping
together commonalities
in characteristics?
4. What are the benefits of
understanding the
periodic trends of
elements?
5. When do we observe
periodicity in our lives?

Performance Standard TRANSFER GOAL: PERFORMANCE TASK

The learners shall be able: TRANSFER Students will be able to promote
 Create a poster on the awareness and practice of good Learners will consuct a
essential elements health and proper care for the nutrition campaigns, feeding
needed by human body. programs, and medical
body, indicating their missions. As a group of
sources, roles and nutritionist you will plan to
functions, required prepare and distribute a
levels on daily basis, poster (inforgraphic) to the
and the effects when parents in the barangay in
taken in excess. order to disseminate
information on the essential
substance (elements) that
are needed for good health
and proper functionality of
the human body. The poster
will bwe evaluated by the
following:content, details,
organization, originality,
originality, and visual
appeal.