Science CG PDF

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
SCIENCE
(Grade 3 to Grade 10)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners that will prepare them to be informed and participative citizens who are able to make judgments
and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts.
The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the social, economic,
personal and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, thus preserving our
countrys cultural heritage.
The K to 12 science curriculum will provide learners with a repertoire of competencies important in the world of work and in a knowledge-based society. It envisions
the development of scientifically, technologically, and environmentally literate and productive members of society who are critical problem solvers, responsible stewards of
nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science:
understanding and applying scientific knowledge in local setting as well as global context whenever possible, performing scientific processes and skills, and developing and
demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/interdisciplinary approach, science-
technology-society approach, contextual learning, problem/issue-based learning, and inquiry-based approach. The approaches are based on sound educational pedagogy
namely, constructivism, social cognition learning model, learning style theory, and brain-based learning.
Science content and science processes are intertwined in the K to 12 Curriculum. Without the content, learners will have difficulty utilizing science process skills since
these processes are best learned in context. Organizing the curriculum around situations and problems that challenge and arouse learners curiosity motivates them to learn
and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on, and hearts-on activities will be used to develop learners
interest and let them become active learners.
As a whole, the K to 12 science curriculum is learner-centered and inquiry-based, emphasizing the use of evidence in constructing explanations. Concepts and skills in
Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another in spiral progression, thus paving the
way to a deeper understanding of core concepts. The integration across science topics and other disciplines will lead to a meaningful understanding of concepts and its
application to real-life situations.
K to 12 Science Curriculum Guide May 2016 Page 2of 211

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
K to 12 BASIC EDUCATION
Scientific, CURRICULUM
Technological and
Environmental Literacy
Developing and
Demonstrating Scientific
Attitudes and Values
Brain-based
learning
The Conceptual Framework of Science Education

CORE LEARNING AREA STANDARD: (SCIENCE FOR THE ENTIRE K TO 12)
The learners demonstrate understanding of basic science concepts and application of science-inquiry skills. They exhibit scientific attitudes and values to solve
problems critically, innovate beneficial products, protect the environment and conserve resources, enhance the integrity and wellness of people, make informed
decisions, and engage in discussions of relevant issues that involve science, technology, and environment.
KEY STAGE STANDARDS: (STANDARDS FOR SCIENCE LEARNING AREAS FOR K-3, 4-6, 7-10 AND 11-2)
K3 46 710 11-12
At the end of Grade 10, the learners should

have developed scientific, technological, and At the end of Grade 12, the learners
At the end of Grade 3, the
At the end of Grade 6, the learners environmental literacyand can make that should have gained skills in obtaining
learners should have acquired
should have developed the essential would lead to rational choices on issues scientific and technological information
healthful habits and
skills of scientific inquiry designing confronting them. Having been exposed to from varied sources about global
havedeveloped curiosity about
simple investigations, using appropriate scientific investigations related to real life, issues that have impact on the
self and their environment
procedure, materials and tools to gather they should recognize that the central feature country. They should have acquired
using basic process skills of
evidence, observing patterns, of an investigation is that if one variable is scientific attitudes that will allow them
observing, communicating,
determining relationships,drawing changed (while controlling all others), the to innovate and/or create products
comparing, classifying,
conclusions based on evidence, and effect of the change on another variable can useful to the community or country.
measuring, inferring and
communicating ideas in varied ways to be measured. The context of the investigation They should be able to process
predicting. This curiosity will
make meaning of the observations can be problems at the local or national level information to get relevant data for a
help learners value science as
and/or changes that occur in the to allow them to communicate with learners problem at hand. In addition, learners
an important tool in helping
environment. The content and skills in other parts of the Philippines or even from should have made plans related to
them continue to explore their
learned will be applied to maintain good other countries using appropriate technology. their interests and expertise, with
natural and physical
health, ensure the protection and consideration forthe needs of their
environment. This should also The learners should demonstrate an
improvement of the environment, and community and the country to
include developing scientific
practice safety measures. understanding of science concepts and apply pursue either employment,
knowledge or concepts. science inquiry skills in addressingreal-world entrepreneurship, or higher education.
problems through scientific investigations.

GRADE/LEVEL Grade-Level Standards
The learners will demonstrate an emerging understanding of the parts of their body and their general functions; plants, animals and varied
materials in their environment and their observable characteristics; general weather conditions and how these influence what they wear; and
Kindergarten
other things in their environment. Understanding of their bodies and what is around them is acquired through exploration, questioning, and
careful observation as they infer patterns, similarities, and differences that will allow them to make sound conclusions.
At the end of Grade 1, learners will use their senses to locate and describe the external parts of their body; to identify, external parts of animals
and plants; to tell the shape, color, texture, taste, and size of things around them; to describe similarities and differences given two objects; to
differentiate sounds produced by animals, vehicles cars, and musical instruments; to illustrate how things move; to, describe the weather and
Grade 1
what to do in different situations; to use appropriate terms or vocabulary to describe these features; to collect, sort, count, draw, take things
apart, or make something out of the things; to practice healthy habits (e.g., washing hands properly, choosing nutritious food) and safety
measures (e.g., helping to clean or pack away toys, asking questions and giving simple answers/ descriptions to probing questions).
At the end of Grade 2, learners will use their senses to explore and describe the functions of their senses, compare two or more objects and
using two or more properties , sort things in different ways and give a reason for doing so, describe the kind of weather or certain events in the
Grade 2 home or school and express how these are affecting them, do simple measurements of length, tell why some things around them are important ,
decide if what they do is safe or dangerous; give suggestions on how to prevent accidents at home, practice electricity, water, and paper
conservation, help take care of pets or of plants , and tell short stories about what they do, what they have seen, or what they feel.
At the end of Grade 3, learners can describe the functions of the different parts of the body and things that make up their surroundings --- rocks
and soil, plants and animals, the Sun, Moon and stars. They can also classify these things as solid, liquid or gas. They can describe how objects
Grade 3 move and what makes them move. They can also identify sources and describe uses of light, heat, sound, and electricity.
Learners can describe changes in the conditions of their surroundings. These would lead learners to become more curious about their
surroundings, appreciate nature, and practice health and safety measures.
At the end of Grade 4, learners can investigate changes in some observable properties of materials when mixed with other materials or when
force is applied on them. They can identify materials that do not decay and use this knowledge to help minimize waste at home, school, and in
the community.
Learners can describe the functions of the different internal parts of the body in order to practice ways to maintain good health. They can classify
Grade 4 plants and animals according to where they live and observe interactions among living things and their environment. They can infer that plants
and animals have traits that help them survive in their environment.
Learners can investigate the effects of push or pull on the size, shape, and movement of an object.
Learners can investigate which type of soil is best for certain plants and infer the importance of water in daily activities. They learned about what
makes up weather and apply their knowledge of weather conditions in making decisions for the day. They can infer the importance of the Sun to
life on Earth.
At the end of Grade 5, learners can decide whether materials are safe and useful by investigating about some of their properties. They can infer
that new materials may form when there are changes in properties due to certain conditions.
Learners have developed healthful and hygienic practices related to the reproductive system after describing changes that accompany puberty.
They can compare different modes of reproduction among plant and animal groups and conduct an investigation on pollination. They have
Grade 5 become aware of the importance of estuaries and intertidal zones and help in their preservation.
Learners can describe the movement of objects in terms of distance and time travelled. Learners recognize that different materials react
differently with heat, light, and sound. They can relate these abilities of materials to their specific uses.
Learners can describe the changes that earth materials undergo. They can make emergency plans with their families in preparation for typhoons.
They can observe patterns in the natural events by observing the appearance of the Moon.
At the end of Grade 6, learners recognize that when mixed together, materials may not form new ones thus these materials may be recovered
using different separation techniques. They can prepare useful mixtures such as food, drinks and herbal medicines.
Learners understand how the different organ systems of the human body work together. They can classify plants based on reproductive
structures, and animals based on the presence or lack of backbone. They can design and conduct an investigation on plant propagation. They
can describe larger ecosystems such as rainforests, coral reefs, and mangrove swamps.
Grade 6
Learners can infer that friction and gravity affect how people and objects move. They have found out that heat, light, sound, electricity, and
motion studied earlier are forms of energy and these undergo transformation.
Learners can describe what happens during earthquakes and volcanic eruptions and demonstrate what to do when they occur. They can infer
that the weather follows a pattern in the course of a year. They have learned about the solar system, with emphasis on the motions of the Earth
as prerequisite to the study of seasons in another grade level.

At the end of Grade 7, learners can distinguish mixtures from substances through semi-guided investigations. They realize the importance of air
testing when conducting investigations. After studying how organ systems work together in plants and animals in the lower grade levels, learners
can use a microscope when observing very small organisms and structures. They recognize that living things are organized into different levels:
Cells, tissues, organs, organ systems, and organisms. These organisms comprise populations and communities, which interact with non-living
things in ecosystems.
Grade 7
Learners can describe the motion of objects in terms of distance and speed, and represent this in tables, graphs, charts, and equations. They can
describe how various forms of energy travel through different mediums.
Learners describe what makes up the Philippines as a whole and the resources found in the archipelago. They can explain the occurrence of
breezes, monsoons, and ITCZ, and how these weather systems affect people. They can explain why seasons change and demonstrate how
eclipses occur.
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in laymans 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.
Grade 8
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.
At the end of Grade 9, learners have gained a a deeper understanding of the digestive, respiratory, and circulatory systems to promote overall
health. They have become familiar with some technologies that introduce desired traits in economically important plants and animals. Learners
can explain how new materials are formed when atoms are rearranged. They recognize that a wide variety of useful compounds may arise from
such rearrangements.
Grade 9
Learners can identify volcanoes and distinguish between active and inactive ones. They can explain how energy from volcanoes may be tapped
for human use. They are familiar with climatic phenomena that occur on a global scale. They can explain why certain constellations can be seen
only at certain times of the year.
Learners can predict the outcomes of interactions among objects in real life applying the laws of conservation of energy and momentum.

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. 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. They can analyze situations in which energy is harnessed for human use whereby heat is
Grade 10 released, affecting the physical and biological components of the environment. 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. 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.
SEQUENCE OF DOMAIN/STRANDS PER QUARTER
G3 G4 G5 G6 G7 G8 G9 G10
Living Things
Force, Motion,&
1st Quarter Matter Matter Matter Matter Matter and Their Earth & Space
Energy
Environment
Living Things Living Things Living Things Living Things Living Things
Force, Motion,&
2nd Quarter and Their and Their and Their and Their and Their Earth & Space Matter
Energy
Environment Environment Environment Environment Environment
Living Things
Force, Motion,& Force, Motion,& Force, Motion & Force, Motion,& Force, Motion,&
3rd Quarter Matter Earth & Space and Their
Energy Energy Energy Energy Energy
Environment
Living Things
Force, Motion,&
4th Quarter Earth & Space Earth & Space Earth & Space Earth & Space Earth & Space and Their Matter
Energy
Environment

SPIRALLING OF CONCEPTS GRADE 3 GRADE 10
MATTER
Grade 3 Grade 4 Grade 5 Grade 6

PROPERTIES OF MATTER
When learners observe different objects Aside from being grouped into After learning how to read and interpret In Grade 4, the learners have observed the
and materials, they become aware of solids, liquids, or gases, materials product labels, learners can critically decide changes when mixing a solid in a liquid or a
their different characteristics such as may also be grouped according to whether these materials are harmful or not. liquid in another liquid.
shape, weight, definiteness of volume their ability to absorb water, They can also describe ways in which they From these investigations, learners can now
and ease of flow. Using characteristics, ability to float or sink, and can use their knowledge of solids and describe the appearance of mixtures as
objects and materials can be grouped whether they decay or not liquids in making useful materials and uniform or non-uniform and classify them as
into solids, liquids or gases. products. homogeneous or heterogeneous mixtures.
CHANGES THAT MATTER UNDERGO

Using the characteristics observed Changes in some characteristics In Grade 4, learners investigated changes in Based on the characteristics of the components
among solids, liquids, and gases, of solid materials can be observed materials that take place at certain of a heterogeneous mixture, learners
learners investigate ways in which solid when these are bent, hammered, conditions, such as applying force, mixing investigate ways of separating these
turns into liquid, solid into gas, liquid pressed, and cut. materials, and changing the temperature. In components from the mixture. They will infer
into gas, and liquid into solid, as Grade 5, they investigate changes that take that the characteristics of each of the
affected by temperature. After investigating the changes in place under the following conditions: components remain the same even when the
some observable characteristics presence or lack of oxygen (in air), and component is part of the mixture.
of materials due to temperature applying heat. They learn that some of
in Grade 3, learners can now these conditions can result in a new
inquire about changes observed product. Knowing these conditions enable
when a solid is mixed with a them to apply the 5R method (recycling,
liquid or when a liquid is mixed reducing, reusing, recovering and repairing)
with another liquid. at home and in school.
Learners learn that some changes

in the characteristics of a product
such as food or medicine may
affect its quality. One way of
finding out is by reading and
interpreting product labels. This
information helps them decide
when these products become
harmful.

PROPERTIES AND STRUCTURE OF MATTER
In Grade 6, learners learned how to Using models, learners learn that Using their understanding of atomic Learners investigate how gases behave in
distinguish homogenous from matter is made up of particles, the structure learned in Grade 8, learners different conditions based on their knowledge
heterogeneous mixtures. In Grade 7, smallest of which is the atom. These describe how atoms can form units of the motion of and distances between gas
learners investigate properties of particles are too small to be seen called molecules. They also learn about particles. Learners then confirm whether their
solutions that are homogeneous through a microscope. The ions. Further, they explain how atoms explanations are consistent with the Kinetic
mixtures. They learn how to express properties of materials that they form bonds (ionic and covalent) with Molecular Theory. They also learn the
concentrations of solutions qualitatively have observed in earlier grades can other atoms by the transfer or sharing of relationships between volume, temperature,
and quantitatively. They distinguish now be explained by the type of electrons. and pressure using established gas laws.
mixtures from substances based on a particles involved and the attraction
set of properties. between these particles. They also learn that the forces holding In Grade 9, learners learned that the bonding
metals together are caused by the characteristics of carbon result in the formation
Learners begin to do guided and semi- attraction between flowing electrons and of large variety of compounds. In Grade 10,
guided investigations, making sure that the positively charged metal ions. they learn more about these compounds that
the experiment they are conducting is a include biomolecules such as carbohydrates,
fair test. Learners explain how covalent bonding lipids, proteins, and nucleic acids. Further, they
in carbon forms a wide variety of carbon will recognize that the structure of these
compounds. compounds comprises repeating units that are
made up of a limited number of elements such
Recognizing that matter consists of an as carbon, hydrogen, oxygen, and nitrogen.
extremely large number of very small
particles, counting these particles is not
practical. So, learners are introduced to
the unitmole.
CHANGES THAT MATTER UNDERGO
Learners recognize that materials Learners learn that particles are Learners explain how new compounds In Grade 9, learners described how particles
combine in various ways and through always in motion. They can now are formed in terms of the rearrange to form new substances. In Grade
different processes, contributing to the explain that the changes from solid rearrangement of particles. They also 10, they learn that the rearrangement of
wide variety of materials. Given this to liquid, solid to gas, liquid to solid, recognize that a wide variety of useful particles happen when substances undergo
diversity, they recognize the importance and liquid to gas, involve changes in compounds may arise from such chemical reaction. They further explain that
of a classification system. They become the motion of and relative distances rearrangements. when this rearrangement happens, the total
familiar with elements and compounds, between the particles, as well as the number of atoms and total mass of newly
metals and non-metals, and acids and attraction between them. formed substances remain the same. This is
bases. the Law of Conservation of Mass. Applying this
They also recognize that the same law, learners learn to balance chemical
Further, learners demonstrate that particles are involved when these equations and solve simple mole-mole, mole-

homogeneous mixtures can be changes occur. In effect, no new mass, and mass-mass problems.
separated using various techniques. substances are formed.
LIVING THINGS AND THEIR ENVIRONMENT

PARTS AND FUNCTION OF ANIMALS AND PLANTS
In Grade 3, learners observe and In Grade 4, the learners are After learning in Grade 4 how the major In Grade 6, learners describe the interactions
describe the different parts of living introduced to the major organs of organs of the human body work together, among parts of the major organs of the
things focusing on the sense organs the human body. the learners now focus on the organs of human body.
of humans and the more familiar the reproductive systems of humans,
external parts of animals and plants. They also learn about some parts animals, and plants. They also learn how vertebrates and
that help plants and animals survive invertebrates differ and how non-flowering
They also explore and describe in places where they live. plants reproduce,
characteristics of living things that
distinguish them from non-living
things.
HEREDITY:INHERITANCE AND VARIATION
Learners learn that living things Learners learn that humans, Learners learn how flowering plants and Learners learn how non-flowering plants
reproduce and certain traits are animals, and plants go through life some non-flowering plants reproduce. (spore-bearing and cone-bearing plants, ferns,
passed on to their offspring/s. cycles. Some inherited traits may be and mosses) reproduce.
affected by the environment at They are also introduced to the sexual and
certain stages in their life cycles. asexual modes of reproduction.
BIODIVERSITY AND EVOLUTION
Different kinds of living things are Learners investigate that animals Learners learn that reproductive structures They learn that plants and animals share
found in different places. and plants live in specific habitats. serve as one of the bases for classifying common characteristics which serve as bases
living things. for their classification.
ECOSYSTEMS
Learners learn that living things Learners learn that there are Learners are introduced to the interactions Learners are introduced to the interactions
depend on their environment for food, beneficial and harmful interactions among components of larger habitats such among components of habitats such as
air, and water to survive. that occur among living things and as estuaries and intertidal zones, as well as tropical rainforests, coral reefs, and mangrove
their environment as they obtain the conditions that enable certain swamps.
their basic needs. organisms to live.

PARTS AND FUNCTION: ANIMAL AND PLANTS

In Grade 7, learners are introduced to the In Grade 8, learners gain knowledge of Learners study the coordinated Learners learn that organisms have
levels of organization in the human body how the body breaks down food into functions of the digestive, respiratory, feedback mechanisms that are
and other organisms. They learn that forms that can be absorbed through and circulatory systems. coordinated by the nervous and
organisms consist of cells, most of which the digestive system and transported endocrine systems. These mechanisms
are grouped into organ systems that to cells. They also learn that nutrients enter help the organisms maintain
perform specialized functions. the bloodstream and combine with homeostasis to reproduce and survive.
Learners learn that gases are oxygen taken in through the
exchanged through the respiratory respiratory system. Together, they are
system. This provides the oxygen transported to the cells where oxygen
needed by cells to release the energy is used to release the stored energy.
stored in food.
They also learn that dissolved wastes

are removed through the urinary
system while solid wastes are
eliminated through the excretory
system.
HEREDITY:INHERITANCE AND VARIATION
After learning how flowering and non Learners study the process of cell Learners study the structure of genes Learners are introduced to the structure
flowering plants reproduce, Grade 7 division by mitosis and meiosis. They and chromosomes, and the functions of the DNA molecule and its function.
learners are taught that asexual understand that meiosis is an early they perform in the transmission of
reproduction results in genetically identical step in sexual reproduction that leads traits from parents to offspring. They also learn that changes that take
offspring whereas sexual reproduction gives to variation. place in sex cells are inherited while
rise to variation. changes in body cells are not passed on.
BIODIVERSITY AND EVOLUTION
Learners learn that the cells in similar Learners learn that species refers to a Learners learn that most species that Learners revisit the mechanisms involved
tissues and organs in other animals are group of organisms that can mate with have once existed are now extinct. in the inheritance of traits and the
similar to those in human beings but differ one another to produce fertile offspring. Species become extinct when they fail changes that result from these
somewhat from cells found in plants. They learn that biodiversity is the to adapt to changes in the environment. mechanisms. Learners explain how
collective variety of species living in an natural selection has produced a
ecosystem. This serves as an succession of diverse new species.
introduction to the topic on hierarchical Variation increases the chance of living
taxonomic system. things to survive in a changing
environment.
ECOSYSTEMS
Learners learn that interactions occur Learners learn how energy is Learners learn how plants capture Learners investigate the impact of
among the different levels of organization in transformed and how materials are energy from the Sun and store energy human activities and other organisms on
ecosystems. Organisms of the same kind cycled in ecosystems. in sugar molecules (photosynthesis). ecosystems.
interact with each other to form This stored energy is used by cells
populations; populations interact with other during cellular respiration. These two They learn how biodiversity influences
populations to form communities. processes are related to each other. the stability of ecosystems.
FORCE, MOTION AND ENERGY

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

FORCE AND MOTION
From a simple understanding of motion, This time, learners study the concept of To deepen their understanding of motion, From learning the basics of forces in
learners study more scientific ways of force and its relationship to motion. learners use the Law of Conservation of Grade 8, learners extend their
describing (in terms of distance, speed, They use Newtons Laws of Motion to Momentum to further explain the motion understanding of forces by describing
and acceleration) and representing explain why objects move (or do not of objects. how balanced and unbalanced forces,
(using motion diagrams, charts, and move) the way they do (as described in From motion in one dimension in the either by solids or liquids, affect the
graphs) the motion of objects in one Grade 7). They also realize that if force previous grades, they learn at this level movement, balance, and stability of
dimension. is applied on a body, work can be done about motion in two dimensions using objects.
and may cause a change in the energy projectile motion as an example.
of the body.
ENERGY
This time learners recognize that Learners realize that transferred energy Learners explain how conservation of Learners acquire more knowledge about
different forms of energy travel in may cause changes in the properties of mechanical energy is applied in some the properties of light as applied in
different wayslight and sound travel the object. They relate the observable structures, such as roller coasters, and in optical instruments.
through waves, heat travels through changes in temperature, amount of natural environments like waterfalls. They Learners also use the concept of moving
moving or vibrating particles, and current, and speed of sound to the further describe the transformation of charges and magnetic fields in explaining
electrical energy travels through moving changes in energy of the particles. energy that takes place in hydroelectric the principle behind generators and
charges. power plants. motors.
In Grade 5, they learned about the Learners also learn about the relationship
different modes of heat transfer. This between heat and work, and apply this
time, they explain these modes in terms concept to explain how geothermal power
of the movement of particles. plants operate.
After they have learned how electricity is
generated in power plants, learners
further develop their understanding of
transmission of electricity from power
stations to homes.

EARTH AND SPACE

GEOLOGY
After familiarizing themselves with In this grade level, learners will learn that Learners will learn that aside from weathering
Learners will describe what makes up
the general landscape, learners will our surroundings do not stay the same and erosion, there are other processes that
their environment, beginning with
investigate two components of the forever. For example, rocks undergo may alter the surface of the Earth: earthquakes
the landforms and bodies of water
physical environment in more detail: weathering and soil is carried away by and volcanic eruptions. Only the effects of
found in their community.
soil and water. They will classify soils erosion. Learners will infer that the surface earthquakes and volcanic eruptions are taken
in their community using simple of the Earth changes with the passage of up in this grade level, not their causes (which
criteria. They will identify the time. will be tackled in Grades 8 and 9). Learners
different sources of water in their will also gather and report data on earthquakes
community. They will infer the and volcanic eruptions in their community or
importance of water in daily region.
activities and describe ways of using
water wisely.
METEOROLOGY
After making simple descriptions Learners will learn that the weather does After learning how to measure the different
Learners will describe the different
about the weather in the previous not stay the same the whole year round. components of weather in Grades 4 and 5,
types of local weather,
grade, learners will now measure the Weather disturbances such as typhoons learners will now collect weather data within
components of weather using simple may occur. Learners will describe the the span of the school year. Learners will
instruments. They will also identify effects of typhoons on the community and interpret the data and identify the weather
trends in a simple weather chart. the changes in the weather before, during, patterns in their community.
and after a typhoon.
ASTRONOMY
After describing the natural objects After learning about the Sun, learners will In Grade 6, learners will turn their attention to
Learners will describe the natural
that are seen in the sky, learners will now familiarize themselves with the Moon Earth as another natural object in space (in
objects that they see in the sky.
now focus on the main source of and the stars. They will describe the addition to the Sun, Moon, and stars).
heat and light on Earth: the Sun, its changes in the appearance of the Moon and Learners will learn about the motions of the
role in plant growth and discover that the changes are cyclical, and Earth: rotation and revolution. Learners will
development, and its effect on the that the cycle is related to the length of a also compare the different members that
activities of humans and other month. Learners will identify star patterns make up the Solar System and construct
animals. that can be seen during certain times of the models to help them visualize their relative
year. sizes and distances.


GEOLOGY
As a result of being located along the Ring Being located along the Ring of Fire, the Using maps, learners will discover
Learners will explore and locate places
of Fire, the Philippines is prone to Philippines is home to many volcanoes. Using that volcanoes, earthquake
using a coordinate system. They will
earthquakes. Using models, learners will models, learners will explain what happens epicenters, and mountain ranges are
discover that our countrys location
explain how quakes are generated by when volcanoes erupt. They will describe the not randomly scattered in different
near the equator and along the Ring of
faults. They will try to identify faults in the different types of volcanoes and differentiate places but are located in the same
Fire influences elements of up
community and differentiate active faults active volcanoes from inactive ones. They areas. This will lead to an
Philippine environment (e.g., natural
from inactive ones. will also explain how energy from volcanoes appreciation of plate tectonicsa
resources and climate).
may be tapped for human use. theory that binds many geologic
processes such as volcanism and
earthquakes.
METEOROLOGY
Being located beside the Pacific Ocean, the In this grade level, learners will distinguish Note: The theory of plate tectonics
Learners will explain the occurrence of
Philippines is prone to typhoons. In Grade between weather and climate. They will is the sole topic in Earth and Space
atmospheric phenomena (breezes,
5, the effects of typhoons were tackled. explain how different factors affect the in Grade 10. This is because the
monsoons, and ITCZ) that are
Here, learners will explain how typhoons climate of an area. They will also be theory binds many of the topics in
commonly experienced in the country
develop, how typhoons are affected by introduced to climatic phenomena that occur previous grade levels, and more
as a result of the Philippines location
landforms and bodies of water, and why over a wide area (e.g., El Nio and global time is needed to explore
with respect to the equator, and
typhoons follow certain paths as they move warming). connections and deepen learners
surrounding bodies of water and
within the Philippine Area of Responsibility. understanding.
landmasses.
ASTRONOMY
Learners will complete their survey of the Learners will now leave the Solar System and
Learners will explain the occurrence of
Solar System by describing the learn about the stars beyond. They will infer
the seasons and eclipses as a result of
characteristics of asteroids, comets, and the characteristics of stars based on the
the motions of the Earth and the
other members of the Solar System. characteristics of the Sun. Using models,
Moon. Using models, learners will
learners will show that constellations move in
explain that because the Earth revolves
the course of a night because of Earths
around the Sun, the seasons change,
rotation, while different constellations are
and because the Moon revolves around
observed in the course of a year because of
the Earth, eclipses sometimes occur.
the Earths revolution.

GRADE 3
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Grade 3 Matter
FIRST QUARTER/FIRST GRADING PERIOD
The learners demonstrate The learners should be able The learners should be able to BEAM 5. Unit 4.
understanding of to Learning Guides.
3 Materials.
1. Properties 1. describe different objects Module 1.
1.1. Characteristics of ways of sorting materials and group common objects based on their characteristics February 2007.
solids, liquids, and describing them as solid, liquid found at home and in (e.g. Shape, Weight, Volume, Moving Onward
gases or gas based on observable school according to solids, Ease of flow); with Science and
properties liquids and gas Health 1
Teachers
Manual. Dungan-
Ramires, Cristeta,
et al. 1997. pp.
56-69
S3MT-Ia-
b-1 Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 115-119,
152-155.*
Science and
Health 1.
Coronel,
Carmelita C., et
al. 2000. pp. 83-
91.
Science and
Health 1. Baez,
Resurreccion S.,
STANDARDS MATERIALS
et al. 1998. pp.

The learners demonstrate The learners should be able The learners should be able to 108-121. *
1. Properties understanding of to
1.1. Characteristics of Science and
solids, liquids, and 1. describe different objects Health Today 1.
gases group common objects based on their Apolinario, Nenita
ways of sorting materials and found at home and in characteristics (e.g. Shape A. 1997. pp. 125-
describing them as solid, liquid school according to solids, 133. *
or gas based on observable liquids and gas
properties Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.
1997. pp. 84-
S3MT-Ia- 97.*
b-1
Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 123-
125. *
Growing with
Science and
Health 2.
Domanais, Lucia
C. et al. 1997.
pp. 114-118. *
Moving Onward
with Science and
Health 1
Teachers
Manual. Dungan-
Ramirez, Cristeta,
et al. 1997. pp.
STANDARDS MATERIALS
56-59. *
1. Properties The learners demonstrate The learners should be able The learners should be able to Our World of
1.1. Characteristics of understanding of to Science and
solids, liquids, and Health 1
gases 1. describe different objects Teachers Manual.
based on their characteristics Santiago, Erlinda
ways of sorting materials and group common objects (e.g. Shape, M. 1997. pp. 61-
describing them as solid, liquid found at home and in 62. *
or gas based on observable school according to solids,
properties liquids and gas Science for
Everyone 1
S3MT-Ia- Teachers
b-1 manual. De Lara,
Ruth G. 1997.pp.
90-93. *
Science and
Health 2
Teachers
Manual. Apostol,
Joy A., et al.
1997. pp. 75-77.
*
BEAM 5. Unit 4.
Learning Guides.
2. classify objects and materials 3 Materials.
as solid, liquid, and gas based Module 1.
on some observable February 2007.
characteristics; S3MT-Ic-
d-2 Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
105-124. *
STANDARDS MATERIALS
1. Properties 2. classify objects and materials Science and

1.1. Characteristics of The learners demonstrate The learners should be able as solid, liquid, and gas based Health Today 2.
solids, liquids, and understanding of to on some observable Apolinario, Nenita
gases characteristics; A. 1997. pp. 126-
136. *
ways of sorting materials and group common objects Exploring Science

describing them as solid, liquid found at home and in 2. Siringan-
or gas based on observable school according to solids, Rasalan,
properties liquids and gas Elizabeth. 1999.
pp. 82-100. *
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
112-123. *
S3MT-Ic-
d-2 Growing with
Science and
Health 2.
Domanais, Lucia
C., et al. 1997.
114-130. *
Science for Daily

Use 2. Menguito,
Perla B., et al.
1997. pp. 111-
125. *
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 98-
STANDARDS MATERIALS
112. *
1. Properties
1.1. Characteristics of The learners demonstrate The learners should be able Science and
solids, liquids, and understanding of to 2. classify objects and materials Health 2.
gases as solid, liquid, and gas based Coronel,
on some observable Carmelita C.
characteristics; 1997. pp. 114-
ways of sorting materials and group common objects 137. *
describing them as solid, liquid found at home and in S3MT-Ic-
or gas based on observable school according to solids, d-2 Science Around
properties liquids and gas Us 2. Garcia,
Ligaya B., et al.
1997. pp. 103-
119. *
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997. pp. 141-
154. *
Science and
Health 3
Teachers
Manual. Jacinto,
Emilio S. Jr., et
3. describe ways on the proper
al. 1997. pp.
use and handling solid, liquid S3MT-Ie-
109-111. *
and gas found at home and in g-3
school; and
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 113-
114. *

STANDARDS MATERIALS
4. describe changes in materials BEAM 5. Unit 4. 8

based on the effect of Physical and
2. Changes that Materials effects of temperature investigate the different temperature: Chemical
S3MT-Ih-
Undergo on materials changes in materials as 4.1 Solid to liquid Changes.
j-4
affected by temperature 4.2 Liquid to solid Distance
4.3 Liquid to gas Learning
4.4 Solid to gas Modules. DLP 26.
Grade 3 Living Things and Their Environment
SECOND QUARTER/SECOND GRADING PERIOD
1.Living Things understanding of to Distance
Learning
1.1Humans 1. describe the parts and functions Modules. DLP 1.
parts, and functions of the practice healthful habits in of the sense organs of the
sense organs of the human taking care of the sense human body; Science for
1.1.a Sense Organs body organs Everyone 1. De
Lara, Ruth G.
1997. pp. 1-11. *
Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
S3LT-IIa- pp. 1-7. *
b-1
Into the Future:
Science and
Health 1. Estrella,
Sonia V., et al.
1997. pp. 1-9. *
Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 2-
STANDARDS MATERIALS
17. *
The learners demonstrate The learners should be able The learners should be able to
understanding of to Moving Onward
1.Living Things with Science and
1. describe the parts and Health 1.
1.1Humans parts, and functions of the practice healthful habits in functions of the sense Dungan-Ramirez,
sense organs of the human taking care of the sense organs of the human body; Cristeta. 1997.
body organs pp. 11-17. *
1.1.a Sense Organs
Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 2-4. *
Science and
S3LT-IIa- Health 1. Baez,
b-1 Resurreccion S.,
et al. 1998. pp.
2-8. *
Science and
Health 1.
Coronel,
Carmelita C., et
al. 2000. pp. 3-9.
Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp. 2-
17. *
Science and
STANDARDS MATERIALS
The learners demonstrate The Learners should be able The learners should be able to Health 1.
understanding of to Coronel,
Carmelita C.
1. describe the parts and functions 1997. pp. 19-23.
1.Living Things parts, and functions of the practice healthful habits in of the sense organs of the *
sense organs of the human taking care of the sense human body;
1.1Humans body organs Science for
Everyone 2
Teachers
1.1.a Sense Organs Manual. De Lara,
Ruth G. 1997.
pp. 8-18. *
Growing with
Science and
S3LT-IIa- Health 2
b-1 Teachers
Manual.
Domanais, Lucia
C., et al. 1997.
pp. 2-20. *
Science and
Health 2
Teachers
Manual. Coronel,
Carmelita C.
1997. pp. 14-20.
*
Science and
Health 2
Teachers
Manual. Apostol,
Joy A., et al.
1997. pp. 1-6. *
STANDARDS MATERIALS
The learners demonstrate The learners should be able The learners should be able to Into the Future:
understanding of to Science and
1.Living Things Health 1
1. describe the parts and S3LT-IIa- Teachers
1.1Humans parts, and functions of the practice healthful habits in functions of the sense b-1 Manual. Estrella,
sense organs of the human taking care of the sense organs of the human body; Sonia V., et al.
body organs 1997. pp. 11-13.
1.1.a Sense Organs *
BEAM 3. Unit 1.
Distance
Learning
Modules. DLP 9.
BEAM 3. Unit 1.
Distance
Learning
Modules. DLP 10.
BEAM 3. Unit 1.
Distance
Learning
Modules. DLP 11.
2. enumerate healthful habits to S3LT-IIa- BEAM 3. Unit 1.

protect the sense organs; b-2 Distance
Learning
Modules. DLP 12.
Science and
Health 2.
Coronel,
Carmelita C.
1997. pp. 19-23.
*

STANDARDS MATERIALS
Exploring Science
The learners demonstrate 2. Siringan-
understanding of The learners should be able 2. enumerate healthful habits to Rasalan,
1.Living Things to protect the sense organs; Elizabeth. 1999.
pp. 9-13. *
1.1Humans parts, and functions of the
sense organs of the human practice healthful habits in Into the Future:
body taking care of the sense Science and
1.1.a Sense Organs organs Health 2. Estrella,
Sonia V., et al.
1997. pp. 4-13. *
Science and
Health 2.
Coronel,
Carmelita C., et
S3LT-IIa- al. 2000. pp. 15-
b-2 21.
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 19-25.
*
Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 28-
34. *
Growing with
Science and
Health 1
Teachers
Manual.
STANDARDS MATERIALS
1.Living Things Domanais, Lucia

The learners demonstrate The learners should be able 2. enumerate healthful habits to C., et al. 1997.
1.1Humans understanding of to protect the sense organs; pp. 14-16. *
S3LT-IIa- Science and

1.1.a Sense Organs parts, and functions of the practice healthful habits in b-2 Health 1
sense organs of the human taking care of the sense Teachers
body organs Manual. Coronel,
Carmelita C.
1997. pp. 27-29.
*
The learners demonstrate The learners should be able BEAM 3. Unit 2.
2.Living Things understanding of to 3. describe animals in their Distance
immediate surroundings; Learning
parts and functions of animals enumerate ways of grouping Modules. DLP 18.
2.1 Animals and importance to humans animals based on their
structure and importance Science for Daily
Use. Menguito,
Perla B., et al.
1997. pp. 52-55.
S3LT-IIc- *
d3
Into the Future:
Science and
Health 2. Estrella,
Sonia V., et al.
1997. pp. 36-37.
*
ExploringScience
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 33-35. *
Into the Future:

STANDARDS MATERIALS
Science and
Health 1. Estrella,
2.Living Things Sonia V., et al.
parts and functions of animals enumerate ways of grouping 3. describe animals in their 1997. pp. 44-45.
and importance to humans animals based on their immediate surroundings; *
2.1 Animals structure and importance
Science and
Health 1. Baez,
Resurreccion S.,
et al. 1998. pp.
52-55. *
Science for
S3LT-IIc- Everyone 1. De
d3 Lara, Ruth G.
1997. pp. 59-62.
*
Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 72-
76. *
Science and
Health 1.
Coronel,
Carmelita C.
1997. pp. 58-61.
*
BEAM 3. Unit 2.
4. identify the parts and functions Distance
of animals; S3LT-IIc- Learning
d-4 Modules. DLP 19.
Science and
STANDARDS MATERIALS
2.Living Things Health 1.

parts and functions of animals enumerate ways of grouping Coronel,
and importance to humans animals based on their Carmelita C.
2.1 Animals structure and importance 1997. pp. 53-
4. identify the parts and functions 57.*
of animals;
Science for
Everyone 1. De
Lara, Ruth G.
1997. pp. 52-54.
*
Science and
Health 1. Baez,
Resurreccion S.,
et al. 1998. pp.
56-60. *
Into the Future:

S3LT-IIc- Science and
d-4 Health 1. Estrella,
Sonia V., et al.
1997. pp. 36-43.
*
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 49-53.
*
Into the Future:

Science and
Health 2. Estrella,
Sonia V., et al.
1997. pp. 26-33.
STANDARDS MATERIALS
2.Living Things *
parts and functions of animals enumerate ways of grouping
and importance to humans animals based on their 4. identify the parts and functions Science and
2.1 Animals structure and importance of animals; Health Today 2.
Apolinario, Nenita
A. 1997. pp. 60-
63. *
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. p.
57. *
Science Around
S3LT-IIc- Us 2. Garcia,
d-4 Ligaya B., et al.
1997. pp. 46-48.
*
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 41-
46.
Science and
Health 3
Teachers
Manual. Jacinto,
Emilio Jr. S.
1997. pp. 43-46.
*
Science and
STANDARDS MATERIALS
2.Living Things parts and functions of animals Health 2

and importance to humans enumerate ways of grouping Teachers
animals based on their 4. identify the parts and functions S3LT-IIc- Manual. Apostol,
2.1 Animals structure and importance of animals; d-4 Joy A., et al.
1997. pp. 23-26.
*
BEAM 3. Unit 2.
Distance
Learning
Modules. DLP 24.
Science and
5. classify animals according to Health 2.
body parts and use; Coronel,
Carmelita C., et
al. 2000. pp. 47-
51.
Science Around
S3LT-IIc- Us 2. Garcia,
d-5 Ligaya B., et al.
1997. pp. 51-59.
*
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
62-67. *
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 54-58.
*

STANDARDS MATERIALS
Into the Future:

2.Living Things parts and functions of animals enumerate ways of grouping Science and
and importance to humans animals based on their 5. classify animals according to Health 1. Estrella,
structure and importance body parts and use; Sonia V., et al.
2.1 Animals 1997. pp. 38-39.
*
Science Around
Us 3. Garcia,
S3LT-IIc- Ligaya B., et al.
d-5 1997. pp. 51-59.
*
Exploring Science
1 Teachers
Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999.
pp. 31-36. *
BEAM 3. Unit 2.
Distance
6. state the importance of animals Learning
to humans; Modules. DLP 29.
S3LT-IIc- Science for

d-6 Everyone 1. De
Lara, Ruth G.
1997. pp. 70-72.
*
Into the Future:

Science and
Health 2. Estrella,
Sonia V., et al.
S3LT-IIc- 1997. pp. 48-49.
d-6 *
STANDARDS MATERIALS
6. state the importance of animals

to humans;
2.Living Things parts and functions of animals enumerate ways of grouping
and importance to humans animals based on their BEAM 3. Unit 2.
structure and importance 7. describe ways of proper Distance
2.1 Animals handling of animals; Learning
Modules. DLP 31.
Science for Daily

Use 2. Menguito,
Perla B., et al.
1997. pp. 76-79.
*
Science and
Health for Life 2.
Carale, Lourdes
R. 1997. pp. 94-
99. *
S3LT-IIc-
d-7 Into the Future:
Science and
Health 2. Estrella,
Sonia V. 1997.
pp. 50-51. *
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 60-
61.
Science and
Health 2.
Apostol, Joy A.,
STANDARDS MATERIALS
et al. 1997. pp.

2.Living Things 71-72. *
parts and functions of animals enumerate ways of grouping
and importance to humans animals based on their 7. describe ways of proper Science and
2.1 Animals structure and importance handling of animals; Health Today 2.
Apolinario, Nenita
A. 1997. pp. 92-
97. *
Exploring Science
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 47-49. *
Science and
Health 2.
Coronel,
S3LT-IIc- Carmelita C.
d-7 1997. pp. 81-
82.*
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 71-73.
*
Science for
Everyone 2
Teachers
Manual. De Lara,
Ruth G. 1997.
pp. 57-60. *
Science and
STANDARDS MATERIALS
Health 2
2.Living Things parts and functions of animals enumerate ways of grouping Teachers
and importance to humans animals based on their 7. describe ways of proper Manual. Apostol,
structure and importance handling of animals; Joy A. 1997. pp.
2.1 Animals 44-45. *
Science and
Health Today 2
Teachers
Manual.
Apolinario, Nenita
A. 1997. pp. 69-
74. *
Science Around
Us 2 Teachers
Manual. Garcia,
Ligaya B., et al.
1997. pp. 57-59.
*
Into the Future:

S3LT-IIc- Science and
d-7 Health 2
Teachers
Manual. Estrella,
Sonia V., et al.
1997. pp. 43-44.
*
Science and
Health 1
Teachers Manual.
Coronel,
Carmelita C.
1997. pp. 40-42.
STANDARDS MATERIALS
*
2.Living Things
parts and functions of animals enumerate ways of grouping 7. describe ways of proper Science for
and importance to humans animals based on their handling of animals; Everyone 1
2.1 Animals structure and importance Teachers
Manual. De Lara,
S3LT-IIc- Ruth G. 1997.
d-7 pp. 61-63. *
Into the Future:

Science and
Health 1
Teachers
Manual. 1997.
pp. 48-50. *
3. Living Things external parts of plants and demonstrate the proper ways 8. describe the parts of
their functions, and importance of handling plants different kinds of plants; BEAM 3. Unit 3.
3.1 Plants to humans Distance
Learning
Modules. DLP 33.
BEAM 3. Unit 3.
Distance
Learning
S3LT-IIe- Modules. DLP 34.
f-8
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 78-89.
*
Science and
STANDARDS MATERIALS
Heath 2. Coronel,
3. Living Things external parts of plants and demonstrate the proper ways 8. describe the parts of Carmelita C.
their functions, and importance of handling plants different kinds of plants; 1997. pp. 86-97.
3.1 Plants to humans *
Exploring Science
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 56-65. *
Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 106-
S3LT-IIe- 108. *
f-8
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 65-
67.
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 77-83.
*
Exploring Science
1 Teachers
Manual.
Reynaldo-
Mangubat, ma.
Carmina. 1999.
STANDARDS MATERIALS
pp. 58-61. *
3. Living Things external parts of plants and demonstrate the proper ways 8. describe the parts of
their functions, and importance of handling plants different kinds of plants; Our World of
3.1 Plants to humans Science and
Health 1
Teachers
S3LT-IIe- Manual.
f-8 Santiago, Erlinda
M. 1997. pp. 46-
48. *
Growing with
Science and
Health 1
Teachers
Manual.
Domanais, Lucia
C. 1997. pp. 91-
93. *
BEAM 3. Unit 3.
Distance
Learning
Modules. DLP 38.
Science and
Health 1.
Santiago, Ma.
9. state the importance of S3LT-IIe-
Lourdes B. 1997.
plants to humans; f-9
pp. 100-101. *
Science and
Health 1
Teachers
Manual.
Santiago, Ma.
Lourdes B. 1997.
STANDARDS MATERIALS
p. 68. *
3. Living Things
external parts of plants and demonstrate the proper ways
3.1 Plants their functions, and importance of handling plants
to humans
BEAM 3. Unit 3.
Distance
Learning
Modules. DLP 40.
BEAM 3. Unit 3.
Distance
Learning
Modules. DLP 41.
Science and
Health 2.
10. describe ways of caring Apostol, Joy A.
and proper handling of S3LT-IIe- 1997. pp. 104-
plants; f-10 105. *
Science and
Health 2.
Coronel,
Carmelita C., et
al. 2000. pp. 79-
80.
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997. pp. 136-
140. *
Science for Daily

STANDARDS MATERIALS
Use 2. Menguito,
3. Living Things Perla B., et al.
external parts of plants and demonstrate the proper ways 10. describe ways of caring 1997. Pp. 105-
3.1 Plants their functions, and importance of handling plants and proper handling of 106. *
to humans plants;
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 97-98.
*
Science for
Everyone 2. De
Lara, Ruth G.
S3LT-IIe- 1997. pp. 93-94.
f-10 *
Science and
Health 1
Teachers Manual.
Santiago, Ma.
Lourdes B. 1997.
p. 69. *
characteristics of living and illustrates the difference

nonliving things between living and non-living
things
Pilot School MTB-
11. compare living with nonliving S3LT-IIe-
MLE. Science TG.
things; f-11
Quarter 1. Day 1.

STANDARDS MATERIALS
4. Heredity: Inheritance reproduction among humans, given a photo of offspring

12. infer that living things S3LT-
and Variation animals and plants and certain and parents, make a checklist
reproduce; IIg-h12
observable characteristics that of possible characteristics
are passed from parents to that the offspring inherited
offspring from the parents
13. identify observable
characteristics that are
S3LT-IIg-
passed on from parents to
h13
offspring (e.g., humans,
animals, plants);
5.Ecosystems basic needs of plants, animals list down activities which they Science and
and humans can perform at home, in Health 2.
school, or in their Apostol, Joy A.,
neighborhood to keep the et al. 1997. pp.
environment clean 35-40, 70 and
103. *
Growing with
Science and
14. identify the basic needs of Health 1.
humans, plants and animals S3LT-IIi- Domanais, Lucia
such as air, food, water, and j-14 C., et al. 1997.
shelter; pp. 20-40 and
78-80. *
Science and
Health Today 2.
Apolinario, Nenita
A. 1997. pp. 36-
44, 89-91 and
114-116. *

STANDARDS MATERIALS
5.Ecosystems
basic needs of plants, animals list down activities which they
and humans can perform at home, in
15. explain how living things
school, or in their
depend on the environment S3LT-IIi-
neighborhood to keep the
to meet their basic needs; j-15
environment clean
and
16. recognize that there is a need

S3LT-IIi-
to protect and conserve the
j-16
environment.
Grade 3 Force and Motion

THIRD QUARTER/THIRD GRADING PERIOD
The learners demonstrate The learners should be able The Learners should be able to
understanding of to Into the Future:
1. describe the position of a Science and
1. Force and Motion motion of objects observe, describe, and person or an object in relation S3FE- Health 2. Estrella,
investigate the position and to a reference point such as IIIa-b-1 Sonia V., et al.
movement of things around chair, door, another person; 1997. pp. 124-
them 125. *
Science and
Health Today 1.
2. identify things that can make S3FE-IIIc- Apolinario, Nenita
objects move such as people, d-2 A. 1997. pp. 154-
water, wind, magnets; 157. *
Into the Future:

STANDARDS MATERIALS
The learners demonstrate The learners should be able Science and

understanding of to 2. identify things that can Health 2. Estrella,
make objects move such as Sonia V., et al.
1. Force and Motion motion of objects observe, describe, and people, water, wind, 1997. pp. 126-
investigate the position and magnets; 131. *
movement of things around
them Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
1997. pp. 171-
180. *
Science for Daily

Use 2. Menguito,
Perla B., et al.
1997. pp. 144-
150. *
Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
147-153. *
Growing with
Science and
Health 1
Teachers
Manual.
Domanais, Lucia
C., et al. 1997.
pp. 157-159. *
Science and
Health 1
STANDARDS MATERIALS
The learners demonstrate The learners should be able Teachers

1. Force and Motion understanding of to 2. identify things that Manual. Baez,
can make objects Resurreccion S.
motion of objects observe, describe, and move such as 1998. pp. 100-
investigate the position and people, water, wind, 102. *
movement of things around magnets;
them Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 166-168. *
Exploring Science
3 Teachers
Manual. Alsim-
Madriaga, Lucita.
3. describe the movements of
2000. pp. 108-
objects such as fast/slow, S3FE-
111. *
forward/backward, IIIe-f-3
stretching/compressing;
Exploring Science
1 Teachers
Manual.
Reynaldo-
Mangubat, Ma.
Carmina. 1999.
pp. 100-102. *

STANDARDS MATERIALS
BEAM 3. Unit 5.
2. Energy: Light, sound. sources and uses of light, apply the knowledge of the 4. describe sources of light and Distance
sound, heat and electricity sources and uses of light, sound, heat and electricity; Learning
2.1 Heat and Electricity sound, heat, and electricity and Modules. DLP 50.
BEAM 3. Unit 5.
Distance
Learning
Modules. DLP 51.
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 123-
124 and 133-134.
*
Science and
S3FE- Health 2.
IIIg-h-4 Coronel,
Carmelita C., et
al. 2000. pp.
105-106 and
114-115.
Science for
Everyone 2. De
Lara, Ruth G.
1997. pp. 116-
119 and 126-127.
*
Into the Future:

Science and
Health 2. Estrella,
Sonia V., et al.
STANDARDS MATERIALS
pp. 105-109 and

2. Energy: Light, sound. sources and uses of light, apply the knowledge of the 4. describe sources of light and 114-115. *
sound, heat and electricity sources and uses of light, sound, heat and electricity;
2.1 Heat and Electricity sound, heat, and electricity and Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 127-
129 and 138-140.
*
S3FE- Exploring Science

IIIg-h-4 2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 101-105. *
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
pp. 156-163. *
MISOSA 6.
Module 21.
MISOSA 6.
Module 22.
5. enumerate uses of light, S3FE-IIIi-
MISOSA 6.
sound, heat and electricity. j-3
Module 23.
Science for Daily

Use 4. Lozada,
Buena A., et al.
2002. p. 162. *

STANDARDS MATERIALS
Grade 3 Earth and Space

FOURTH QUARTER/FOURTH GRADING PERIOD
understanding of to Learning Guides.
1. describe the things found in the Me and my
1. Earth and Space people, animals, plants, lakes, express their concerns about surroundings; Environment.
1.1The Surroundings rivers, streams, hills, their surroundings through January 2007.
mountains, and other landforms, teacher-guided and self
and their importance directed activities Science and
Health 1.
Coronel,
Carmelita C.
1997. pp. 176-
186. *
Moving Onward
with Science and
Health 1.
Dungan-Ramirez,
Cristeta. 1997.
pp. 175-187. *
S3ES-IVa-
b-1
Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 164-
170. *
Moving Onward
with Science and
Health 1
Teachers
Manual. Dungan-
Ramirez, Cristeta.

STANDARDS MATERIALS
The learners demonstrate The learners should be able The learners should be able to 1997. pp. 83-87.
1. Earth and Space understanding of to *
1.1The Surroundings 1. describe the things found in the
people, animals, plants, lakes, express their concerns about surroundings; Growing with
rivers, streams, hills, their surroundings through Science and
mountains, and other landforms, teacher-guided and self S3ES-IVa- Health 1
and their importance directed activities b-1 Teachers
Manual.
Domanais, Lucia
C. 1997. pp. 169-
171. *
BEAM 3. Unit 6.
Learning Guides.
Me and my
Environment.
January 2007.
Science and
Health Today 1.
Apolinario, Nenita
2. relate the importance of
S3ES-IVc- A. 1997. pp. 174-
surroundings to people and
d-2 176.
other living things;
Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 193-197.

STANDARDS MATERIALS
BEAM 4. Unit 8.
2. Earth and Space types and effects of weather as express ideas about safety Distance
2.1Weather they relate to daily activities, measures during different Learning
health and safety weather conditions creatively Modules. DLP 57.
(through artwork, poem,
song) Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 183-
186. *
3. describe the changes in the S3ES-IVe- Growing with

weather over a period of time; f-3 Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 202-205. *
Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
166-169. *
BEAM 4. Unit 8.
Distance
Learning
4. communicate how different Modules. DLP 57.
types of weather affect S3ES-IVg-
activities in the community; h-4 Our World of
and Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
176-180. *

STANDARDS MATERIALS
Science and
types and effects of weather as express ideas about safety 4. communicate how different Health Today 1.
2. Earth and Space they relate to daily activities, measures during different types of weather affect Apolinario, nenita
2.1Weather health and safety weather conditions creatively activities in the community; A. 1997. pp. 187-
(through artwork, poem, and 188. *
song)
Growing with
Science and
Health 1.
Domanais, Lucia
C., et al. 1997.
pp. 187-188. *
S3ES-IVg- Science for

h-4 Everyone 2. De
Lara, Ruth G.
1997. pp. 177-
178. *
Into the Future:

Science and
Health 2. Estrella,
Sonia V., et al.
1997. pp. 166-
167. *
Growing with
Science and
Health 2
Teachers
Manual.
Domanais, Lucia
C., et al. 1997.
pp. 168-170. *
Growing with
STANDARDS MATERIALS
Science and
2. Earth and Space types and effects of weather as express ideas about safety 4. communicate how different Health 1
2.1Weather they relate to daily activities, measures during different types of weather affect Teachers
health and safety weather conditions creatively activities in the community; Manual.
(through artwork, poem, and Domanais, Lucia
song) C., et al. 1997.
pp. 186-188. *
Science for
Everyone 1
Teachers
Manual. De Lara,
Ruth G. 1997.
pp. 139-140. *
S3ES-IVg-
h-4 Science and
Health Today 1
Teachers
Manual.
Apolinario, Nenita
A. 1997. pp. 132-
138. *
BEAM 4. Unit 8.
Distance
Learning
Modules. DLP 58.
5. enumerate and practice safety S3ES-IVg- Into the Future:

and precautionary measures in h-5 Science and
dealing with different types of Health 2. Estrella,
weather. Sonia V., et al.
1997. pp. 168-
169. *
Growing with
Science and
STANDARDS MATERIALS
Health 1.
types and effects of weather as express ideas about safety 5. enumerate and practice safety Domanais, Lucia
2. Earth and Space they relate to daily activities, measures during different and precautionary measures in C., et al. 1997.
2.1Weather health and safety weather conditions creatively dealing with different types of pp. 213-216. *
(through artwork, poem, weather.
song) Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
211-212. *
Science for
Everyone 2
Teachers
Manual. De Lara,
S3ES-IVg- Ruth G. 1997.
h-5 pp. 142-144. *
Growing with
Science and
Health 2
Teachers
Manual.
Domanais, Lucia
C. 1997. pp. 171-
173. *
Pilot School MTB-
3. Earth and Space natural objects in the sky affect list down activities which MLE. Science TG.
ones daily activities affect their daily activities Quarter 4. Week
3.1Natural Objects in 6. describe the natural objects S3ES-IVg- 7.
the Sky that are found in the sky h-6
during daytime and nighttime
Science and
Health for Life 2.
Carale, Dr.
Lourdes R., et al.
STANDARDS MATERIALS
1997., pp. 213-

217. *
3. Earth and Space natural objects in the sky affect list down activities which 6. describe the natural objects
ones daily activities affect their daily activities that are found in the sky Science and
3.1Natural Objects in during daytime and nighttime Health 1. Baez,
the Sky Resurreccion S.,
et al. 1998. pp.
198-207. *
Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
pp. 189-192. *
S3ES-IVg-
h-6 Science and
Health Today 1.
Apolinario, Nenita
A. 1997. pp. 196-
198. *
Our World of
Science and
Health 1.
Santiago, Erlinda
M. 1997. pp.
182-186. *
Science and
Health 1
Teachers
Manual. Baez,
Resurreccion S.
1998. pp. 131-
134. *

STANDARDS MATERIALS
Moving Onward
with Science and
3. Earth and Space natural objects in the sky affect list down activities which 6. describe the natural objects Health 1
ones daily activities affect their daily activities that are found in the sky Teachers
3.1Natural Objects in during daytime and nighttime S3ES-IVg- Manual. Dungan-
the Sky h-6 Ramirez, Cristeta,
et al. 1997. pp.
94-96. *
Our World of
Science and
Health 1
Teachers
Manual.
Santiago, Erlinda
M. 1997. pp. 96-
98. *
Exploring Science
1 Teachers
Manual.
Reynaldo-
Mangubat, ma.
Carmina. 1999.
pp. 133-135. *
Pilot School MTB-
MLE. Sciene TG.
Quarter 4. Week
7.
7. communicate how the natural
objects in the sky affect daily S3ES-IVg- Growing with
activities h-7 Science and
Health 2.
Domanais, Lucia
C., et al. 1997.
pp. 198-200. *
STANDARDS MATERIALS
Science Around
Us 3. Garcia,
3. Earth and Space natural objects in the sky affect list down activities which 7. communicate how the natural Ligaya B., et al.
ones daily activities affect their daily activities objects in the sky affect daily 1997. pp. 203-
3.1Natural Objects in activities S3ES-IVg- 204. *
the Sky h-7
Science for Daily
Use 2. Menguito,
Perla B., et al.
1997. pp. 199-
200. *
Pilot School MTB-
MLE. Science TG.
Quarter 4. Week
8.
8. enumerate safety measures to
avoid the harmful effects of the Science Around
Suns heat and light Us 3. Garcia,
Ligaya B., et al.
1997. pp. 205-
206. *
S3ES-IVg- Science and

h-8 Health 2.
Coronel,
Carmelita C.
2000. p. 170.
Science and
Health 3
Teachers
Manual. Emilio,
Jacinto Jr. S.
1997. pp. 198-
200. *
STANDARDS MATERIALS
Exploring Science
3 Teachers
3. Earth and Space natural objects in the sky affect list down activities which 8. enumerate safety measures to Manual. Alsim-
ones daily activities affect their daily activities avoid the harmful effects of the Madriaga, Lucita.
3.1Natural Objects in Suns heat and light 2000. pp. 167-
the Sky S3ES-IVg- 170. *
h-8
Science Around
US 3 Teachers
Manual. Garcia,
Ligaya B., et al.
1997. 165-167. *
GRADE 4
STANDARDS MATERIALS
Grade 4 Matter
1. Properties understanding of to
S4MT-Ia-
1
1.1. Properties used to 1. classify materials based on
group and store grouping different materials Recognize and practice the ability to absorb water,
materials based on their properties proper handling of products float, sink, undergo decay;
1.2. Importance of Exploring Science
interpreting product 2. identify the effects of S4MT-Ib-
3 Teachers
labels decaying materials on ones 2 Manual. Alsim-
1.3. Proper disposal of health and safety;
Madriaga, Lucita.
STANDARDS MATERIALS
waste 2000. pp. 84-89.

*
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 110-
115. *
Science Around
Us 3 Techers
Manual. Garcia,
Ligaya B., et al.
1997. pp. 87-91.
*
The learners should be able

1. Properties The learners demonstrate to
understanding of
3. demonstrate proper
1.1. Properties used to S4MT-Ic-
disposal of waste according
group and store Recognize and practice d-3
to the properties of its
materials grouping different materials proper handling of products materials;
1.2. Importance of based on their properties
interpreting product
labels
Proper disposal of
waste
MISOSA 6.
2. Changes that Materials evaluate whether changes in Module 15.
Undergo changes that materials undergo materials are useful or 4. describe changes in solid
S4MT-Ie-
2.1. Changes that are when exposed to certain materials when they are EASE Science I.
harmful to ones environment f-5
useful conditions. bent, pressed, hammered, Module 5.
2.2. Changes that are or cut;
harmful BEAM 5. Unit 4.
8 Physical and
STANDARDS MATERIALS
Chemical
Changes.
Distance
Learning
Modules. DLP 26.
OHSP Chemistry.
5. describe changes in
Module 15.
properties of materials
S4MT-Ig-
when exposed to certain
h-6 MISOSA 4.
conditions such as
Module 21.
temperature or when mixed
with other materials; and
Science and
Technology I:
Integrated
Science Textbook
2. Changes that Materials 5. describe changes in
S4MT-Ig- for First Year.
Undergo changes that materials undergo evaluate whether changes in properties of materials
h-6 Villamil, Aurora
2.1. Changes that are when exposed to certain materials are useful or when exposed to certain
M., Ed.D. 1998.
useful conditions such as
conditions. harmful to ones environment pp. 48-50. *
Changes that are temperature or when
harmful mixed with other materials;
and
MISOSA 6.
Module 17.
Exploring Science
6. identify changes in 3 Teachers
materials whether useful S4MT-Ii-j- Manual. Alsim-
or harmful to ones 7 Madriaga, Lucita.
environment. 2000. pp. 84-89.
*

STANDARDS MATERIALS

Parts and Functions The Learners demonstrate The Learners should be able The Learners should be able to
understanding of to MISOSA 6.
Module 4.
1. describe the main function
1. Humans how the major internal organs of the major organs; BEAM 3. Unit 1.
1.1 Major organs of the Distance
such as the brain, heart, lungs,
body S4LT-IIa- Learning
liver, stomach, intestines,
1.2 Caring for the major b-1 Modules. DLP 1.
kidneys, bones, and muscles
organs
keep the body healthy BEAM 3. Unit 1.
1.3 Diseases that affect
Distance
the major organs of Learning
the human body Modules. DLP 2.
Science for Daily

Parts and Functions Use 4. pp. 13-15
and 30-31. *
understanding of to
Science for Daily
1. Humans 1. describe the main function S4LT-IIa- Use 5. pp. 24-26
1.1 Major organs of the how the major internal organs of the major organs;
b-1 and 43-44. *
body such as the brain, heart, lungs,
1.2 Caring for the major liver, stomach, intestines, MISOSA 5.
organs kidneys, bones, and muscles Module 1.
1.3 Diseases that affect keep the body healthy
2. communicate that the MISOSA 5.
the major organs of S4LT-IIa-
major organs work together Module 2.
the human body to make the body function b-2
properly; MISOSA 5.
Module 4.
MISOSA 5.

STANDARDS MATERIALS
Module 6.
MISOSA 4.
Module 5.
Science for Daily

Use 5. Tan,
Conchita T.
2012. pp. 24-26
and 43-44. *
Science for Daily

Use 4. Lozada,
Buena A., et al.
2011. pp. 13-15
and 30-31. *
3. identify the causes and S4LT-IIa-
Parts and Functions
treatment of diseases of b-3
The learners demonstrate the major organs;
understanding of The learners should be able
to
1. Humans
1.1 Major organs of the
how the major internal organs
body Science for Daily
such as the brain, heart, lungs, S4LT-IIa-
1.2 Caring for the major 4. practice habits to maintain Use 4. Lozada,
liver, stomach, intestines, b-4
organs a healthy body; Buena A., et al.
kidneys, bones, and muscles
1.3 Diseases that affect 2011. p. 34. *
keep the body healthy
the major organs of
the human body
5. infer that body structures BEAM 3. Unit 2.

2. Animals help animals adapt and Distance
S4LT-IIc-
animals have body parts that construct a prototype model survive in their particular Learning
d-5
2.1 Live on land or habitat; Modules. DLP 27.
make them adapt to land or of organism that has body

STANDARDS MATERIALS
in water water parts which can survive in a Science for Daily

given environment Use 5. Tan,
Conchita T.
2012. pp. 68-69.
*
6. compare body movements
S4LT-IIc- MISOSA 5.
of animals in their habitat;
d-6 Module 7.
7. make a survey of animals BEAM 3. Unit 2.

found in the community Distance
and their specific habitats; S4LT-IIc- Learning
Modules. DLP 28.
d-7
BEAM 5. Unit 2.
7. make a survey of animals 4 Animals and
construct a prototype model found in the community their Food.
2. Animals animals have body parts that of organism that has body Distance
and their specific habitats; S4LT-IIc-
make them adapt to land or parts which can survive in a d-7 Learning
2.1 Live on land or in water given environment Modules. DL 13.
water BEAM 3. Unit 2.
Distance
Learning
Modules. DLP 28.
8. choose which animals to S4LT-IIc-
BEAM 5. Unit 2.
raise in a particular habitat; d-8
4 Animals and
their Food.
Distance
Learning
Modules. DL 13.
Learning Guide:
3. Plants S4LT-IIe- How do plants
plants have body parts that 9. identify the specialized f-9 Protect
themselves
3.1 Live on land or in make them adapt to land or structures of terrestrial and

STANDARDS MATERIALS
water water aquatic plants;

Learning Guide in
Science and
Health: Plants,
10. conduct investigation on the Here. There and
specialized structures of Everywhere
plants given varying S4LT-IIe-
environmental conditions: f-10
light, water, temperature,
and soil type;
11. make a survey of plants
S4LT-IIe-
found in the community and
f-11
their specific habitats;
S4LT-IIe-
12. choose which plants to grow
in a particular habitat; f-12
MISOSA 4.
4. Heredity: Inheritance and Module 7.
13. compare the stages in the S4LT-IIg-
Variation different organisms go through
life cycle of organisms; h-13 BEAM 4. Unit 3.
4.1 Life Cycles life cycle which can be affected
Life Cycle of
4.2Humans, Animals, by their environment Animals.
and Plants 14. describe the effect of the
S4LT-IIg- BEAM 4. Unit 3.
environment on the life
h-14 Life Cycle of
cycle of organisms; Animals.
EASE Science I.
5. Ecosystems Module 10.
beneficial and harmful 15. describe some types of Lesson 1.
S4LT-IIi-
5.1 Beneficial and interactions occur among living beneficial interactions
j-15 MISOSA 6.
Harmful interactions things and their environment as among living things;
Interrelationship
among living
organisms.
STANDARDS MATERIALS
they obtain basic needs EASE Science I.

Module 10.
16. describe certain types of Lesson 1.
S4LT-IIi-
harmful interactions among
j-16 MISOSA 6.
living things; and
Interrelationship
among living
organisms.
EASE Science I.
Module 10.
17. conduct investigations to Lesson 1.
S4LT-IIi-
determine environmental
j-17 MISOSA 6.
conditions needed by living Interrelationship
things to survive. among living
organisms.
5. Ecosystems 18. describe the effects of

S4LT-IIi-
beneficial and harmful interactions among
5.1 Beneficial and organism in their j-18
interactions occur among living
Harmful interactions things and their environment as environment
they obtain basic needs

The learners demonstrate The learners should be able EASE Science I.
understanding of to Module 7. Lesson
1.
The Learners should be able to S4FE-
1. Effects of Force on
Objects IIIa-1 Science Around
1. explain the effects of force
Us 3. Garicia,
force that can change the applied to an object;\
Ligaya B., et al.
1.1 Shape, size and shape, size or movement of
1997. p. 142. *
movement objects.

STANDARDS MATERIALS
2. practice safety measures in

S4FE-
physical activities and MISOSA 4.
proper handling of IIIb-c-2 Module 19.
materials;
EASE Physics.
Module 8.
S4FE- Into the

Future:Science
3. describe the force exerted IIId-e-3
and Health 2.
by magnets; Estrella, Sonia V.,
et al. 1997. pp.
128-131. *
Science and
Health Today 2.
3. describe the force exerted Apolinario,
The learners demonstrate The learners should be able
by magnets; Nenita A. 1997.
1. Effects of Force on understanding of to
pp. 161-163. *
Objects S4FE-
IIId-e-3 Science and
1.1 Shape, size and Health 2.
force that can change the Coronel,
movement
shape, size or movement of Carmelita C.
objects. 1997. pp. 160-
162. *
2. Light, Heat and Sound how light, heat and sound travel demonstrate conceptual BEAM 4. Unit 6.
using various objects understanding of 4. describe how light, sound Distane Learning
properties/characteristics of and heat travel; Modules. DLP 45.
light, heat and sound
Science Around
Us 2. Garcia,
Ligaya B., et al.
1997. pp. 125-
STANDARDS MATERIALS
126. *
S4FE-IIIf- Science for

g-4 Everyone 2. De
Lara. Ruth G.
1997. pp. 120-
121. *
Into the Future:

Science and
Health 2.
Estrella, Sonia V.,
et al. 1997. pp.
110-111. *
how light, heat and sound travel demonstrate conceptual Science for Daily
2. Light, Heat and Sound using various objects understanding of Use 2. Menguito,
properties/characteristics of 4. describe how light, sound Perla B., et al.
and heat travel; 1997. pp. 130-
light, heat and sound
131. *
S4FE-IIIf-
g-4 Exploring Science
2. Siringan-
Rasalan,
Elizabeth. 1999.
pp. 106-107. *
5. investigate properties and EASE Physics.

S4FE- Module 3.
characteristics of light and
IIIh-5
sound; and EASE Physics.
Module 16.

STANDARDS MATERIALS
6. describe ways to protect

S4FE-IIIi-
oneself from exposure to
excessive light, heat and j-6
sound.

The learners demonstrate The learners should be able
The Learners should be able to
understanding of to S4ES-IVa-
Science Around
4. Soil Us 3. Garcia,
1. compare and contrast the 1
1.1 Types of soil Ligaya B., et al.
characteristics of different types
the different types of soil 1997. pp. 151-
of soil;
153. *
BEAM I. Unit 7.
2. Water in the the different sources of water Powers of Water.
Environment suitable for human consumption Module 2. August
2009.
2.1 Sources and EASE Science I.

2. explain the use of water from S4ES-IVb-
importance of Module 13.
different sources in the context 2
water of daily activities;
Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 163-
165. *

STANDARDS MATERIALS
BEAM I. Unit 7.
Powers of Water.
Module 2. August
2009.
S4ES-IVc-
3. infer the importance of water in
daily activities; 3 Science Around
Us 3. Garcia,
Ligaya B., et al.
1997. pp. 166-
168. *
BEAM 5. Unit 6.
16 Blowing in the
S4ES-IVd-
4. describe the importance of the Wind. Distance
water cycle. 4
Learning
Modules. DLP 45.
3. Weather components of weather using practice precautionary Science and

3.1 Components of simple instruments measures in planning Technology I:
5. use weather instruments to S4ES-IVe- Integrated
weather activities
measure the different weather 5 Science Textbook
3.2 Weather components for First Year.
instruments Villamil, Aurora
3.3 Weather chart M., Ed.D. 1998.
pp. 203-204. *
Into the Future:
Science and
S4ES-IVf- Health 2.
6. record in a chart the weather
6 Estrella, Sonia V.,
conditions;
et al. 1997.p.
163. *
Science and
STANDARDS MATERIALS
Health for Life 2.

Carale, Dr.
Lourdes R. 1997.
p. 208. *
BEAM 4. Unit 8.
Distance
7. make simple interpretations Learning
about the weather as recorded
Modules. DLP 54.
in the weather chart;
S4ES-IVf-
7 BEAM 4. Unit 8.
Distance
Learning
Modules. DLP 55.
Science and
3. Weather Health 2.
3.1 Components of components of weather using practice precautionary 7. make simple interpretations Coronel,
weather simple instruments measures in planning about the weather as Carmelita C.,
recorded in the weather 1997. p. 206. *
3.2 Weather activities
chart;
instruments S4ES-IVf-
3.3 Weather chart Into the Future:
7
Science and
Health 2.
Estrella, Sonia V.,
et al. 1997. pp.
164-165. *
BEAM 4. Unit 8.
Distance
8. identify safety precautions Learning
STANDARDS MATERIALS
during different weather Modules. DLP 58.

conditions;
Science for
Everyone 2. De
Lara, Ruth G.
1997. p. 179. *

8 Health 2.
Coronel,
Carmelita C.
1997. p. 208. *
Into the Future:

Science and
Health 2.
Estrella, Sonia V.,
8. identify safety precautions
et al. 1997. pp.
during different weather
3. Weather components of weather using practice precautionary conditions; 168-169. *
3.1 Components of simple instruments measures in planning
weather activities Science Around
3.2 Weather Us 2. Garcia,
instruments Ligaya B. 1997.
3.3 Weather chart pp. 180-181. *
S4ES-IVg-
8
Science Around
Us 2 Teachers
Manual. Garcia,
Ligaya B. 1997.
pp. 143-145. *

STANDARDS MATERIALS
9. describe the changes in the BEAM 4. Unit 7.

4. The Sun the Sun as the main source of position and length of shadows 11 Solar and
4.1 Importance of the Sun heat and light on Earth in the surroundings as the Lunar Eclipse.
Distance
4.2 Effects of Sun on living position of the Sun changes;
Learning
things Modules. DLP 68.
4.3 Safety precautions
BEAM I. 9 The
S4ES-IVh-
Earth and its
9 Neighbors.
Shadow Cast.
September 2009.
Science and
Health 2.
Apostol, Joy A.
1997. pp. 227-
228. *
4. The Sun BEAM 5. Unit 6.
16 Blowing in the
4.1 Importance of the Sun the Sun as the main source of
Wind. Distane
4.2 Effects of Sun on living heat and light on Earth Learnig Modules.
things S4ES-IVi- DLP 46.
10. describes the role of the Sun in
4.3 Safety precautions 10
the water cycle; and
BEAM 5. Unit 6.
16 Blowing in the
Wind. Distane
Learnig Modules.
DLP 45.
BEAM 3. Unit 5.
Distance
11. describe the effects of the Sun Learning
Modules. DLP 52.
BEAM 5. Unit 6.
16 Blowing in the
STANDARDS MATERIALS
Wind. Distane
Learnig Modules.
DLP 46.
Exploring Science
3 Teachers
S4ES-IVj- Manual. Alsim-
11 Madriaga, Lucita.
2000. pp. 163-
165. *
Science Around
Us 3. Garcia,
Ligaya b. 1997.
pp. 203-204. *
Science for Daily

4. The Sun Use 2. Menguito,
4.1 Importance of the Sun the Sun as the main source of Perla B., et al.
11. describe the effects of the 1997. pp. 199-
4.2 Effects of Sun on living heat and light on Earth
Sun 200. *
things
4.3 Safety precautions Science Around
Us 2. Garcia,
Ligaya B., et al.
S4ES-IVj- 1997. pp. 192-
11 193. *
Science and
Health 3. Emilio,
Jacinto Jr. D., et
al. 1997. pp.
195-197. *

GRADE 5
STANDARDS MATERIALS
Grade 5 Matter

The learners demonstrate The learner
1. Properties understanding of
The learner
NFE. Matter 1B:
S5MT-Ia- Forms,
properties of materials to b-1 Properties and
1.1 Useful and harmful materials uses local, recyclable solid 1. use the properties of Changes. 2001.
determine whether they are
and/or liquid materials in materials whether they are p. 18.
useful or harmful useful or harmful;
making useful products
EASE II.
Chemistry
2. Changes that Materials materials undergo changes due 2. investigate changes that Module 15.
Undergo to oxygen and heat happen in materials under Lesson 4.
the following conditions:
2.1 presence or lack of NFE. Matter 1B:
oxygen; and Forms,
2.2 application of heat; Properties and
S5MT-Ic- Changes. 2001.
d-2 pp. 33-36.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
36-37. *
Science and
Technology I:
Integrated
STANDARDS MATERIALS
The learner Science

Textbook for
2. Changes that Materials materials undergo changes due 2. investigate changes that First Year.
Undergo to oxygen and heat happen in materials under Villamil, Aurora
the following conditions: M., Ed.D. 1998.
2.1 presence or lack of 47-50. *
uses local, recyclable solid oxygen; and
and/or liquid materials in 2.2 application of heat; Sciene for Daily
making useful products Use 5. Tan,
Conchita T.
2012. pp. 134-
143. *
Science and
Technology III.
NISMED. 1997.
pp. 86-96.
S5MT-Ic- Science and

d-2 Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 69-76.
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 71-82.
2. Changes that Materials 3. recognize the importance of
Undergo materials undergo changes due S5MT-Ie- NFE.
The learner recycle, reduce, reuse,
g-3 Pagrerecycle.
to oxygen and heat recover and repair in
2001. pp. 29-30.
waste management; and
STANDARDS MATERIALS
uses local, recyclable solid 4. design a product out of

S5MT-Ih- MISOSA 6.
local, recyclable solid and/
and/or liquid materials in i-4 Module 17. pp.
or liquid materials in
making useful products 7-8.
making useful products.

1. Parts and Functions The learners demonstrate The learners should be able The Learners should be able to
understanding of to BEAM 5. Unit 1.
1. describe the parts of the 1 The Human
reproductive system and their Reproductive
1.1Humans functions; System. Distance
Learning
how the parts of the human
1.2 The reproductive Modules. DLP 1.
reproductive system work
system Practice proper hygiene to
care of the reproductive Science for Daily
organs Use 5. Tan,
S5LT-IIa- Conchita T.
1 2012. pp. 2-5. *
Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 157-159.
Science and
Technology II:
Biology
The learners should be able Textbook.
1. Parts and Functions The learners demonstrate The learners should be able to NISMED. 2012.

STANDARDS MATERIALS
understanding of to 1. describe the parts of the S5LT-IIa- pp. 157-159.

reproductive system and 1
1.1Humans their functions; NFE. Ang
Reproductive
1.2 The reproductive how the parts of the human System. 2001.
pp. 7-10.
system reproductive system work
Practice proper hygiene to BEAM 5. Unit 1.
care of the reproductive 1 The Human
organs Reproductive
System. Distance
Learning
Modules. DLP 3.
2. describe the changes that occur S5LT-IIb- Science for Daily

during puberty; 2 Use 5. Tan,
Conchita T.
2012. pp. 12-13.
*
NFE. Ang
Reproductive
System. 2001.
pp. 27-29.
3. explain the menstrual cycle; BEAM 5. Unit 1.

1 The Human
Reproductive
S5LT-IIc- System. Distance
3 Learning
Modules. DLP 4.
Science for Daily

Use 5. Tan,
1. Parts and Functions Conchita T.
The learners demonstrate The learners should be able 2012. pp. 15-17.
*
STANDARDS MATERIALS
understanding of to 3. explain the menstrual cycle; S5LT-IIc-

3 NFE. Ang
1.1Humans Reproductive
System. 2001.
1.2 The reproductive how the parts of the human pp. 11-14.
system reproductive system work BEAM 5. Unit 1.
Practice proper hygiene to 1 The Human
care of the reproductive Reproductive
organs System. Distance
Learning Module.
4. give ways of taking care of the S5LT-IId-
DLP 5.
reproductive organs; 4
Science for Daily
Use 5. Tan,
Conchita T.
2012. pp. 19-22.
*
1.2. Animals MISOSA 4.
5. describe the different modes of Science Life
1.2.1 reproductive system how animals reproduce reproduction in animals such as Cycle of Animals.
butterflies, mosquitoes, frogs,
of animals
cats and dogs; Science for Daily
1.2.2 modes of Use 4. Lozada,
reproduction in animals Buena A., et al.
2011. pp. 48-50.
S5LT-IIe- *
5
Science and
Technoogy II:
Biology
Textbook.
NISMED. 2012.
pp. 153-157.
Science and
1.2. Animals 5. describe the different Technology II:
STANDARDS MATERIALS
how animals reproduce modes of reproduction in S5LT-IIe- Biology

1.2.1 reproductive system animals such as butterflies, 5 Textbook.
of animals mosquitoes, frogs, cats and NISMED. 2004.
dogs; pp. 153-157.
1.2.2 modes of
reproduction in animals
1.3. Plants EASE Biology.

1.3.1 reproductive parts in how plants reproduce Module 7. Lesson
plants 2. pp. 11-14.
1.3.2 modes of reproduction in
plants Science for Daily
Use 4. Lozada,
Buena A., et al.
2011. pp. 48-50.
*
6. describe the reproductive parts
in plants and their functions;
S5LT-IIf- Science and
Technology II:
6
Biology
Textbook.
NISMED. 2004.
pp. 147-152.
Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 147-152.

STANDARDS MATERIALS
MISOSA 4.
1.3. Plants how plants reproduce Module 14.
1.3.1 reproductive parts in
Science for Daily
plants
Use 4. Lozada,
1.3.2 modes of reproduction in Buena A., et al.
plants 2011. pp. 77-78
and 97-98. *
Science and
7. describe the different modes of
S5LT-IIg- Technology II:
reproduction in flowering and
7 Biology
non-flowering plants such as
Textbook.
moss, fern, mongo and others;
NISMED. 2004.
pp. 139-151.
Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 139-151.
2. Ecosystems
the interactions for survival create a hypothetical
2.1 Interactions Among among living and non-living community to show how
8. discuss the interactions among
Living Things things that take place in organisms interact and S5LT-IIh-
living things and non-living
estuaries and intertidal zones reproduce to survive 8
things in estuaries and
2.1.1 Estuaries
intertidal zones; and
2.1.2 Intertidal Zones

STANDARDS MATERIALS
2. Ecosystems
2.1 Interactions Among

Living Things the interactions for survival
among living and non-living 9. explain the need to protect and S5LT-Ii-j-
2.1.1 Estuaries things that take place in conserve estuaries and 10
2.1.2 Intertidal Zones estuaries and intertidal zones intertidal zones.

1. Motion The learners demonstrate The learners should be able The learners should be able to
understanding of NSTIC Science
1. describe the motion of an Manual.
motion in terms of distance object by tracing and Integrated
1.1 Measuring time and and time measuring its change in S5FE- Science Mnaual.
distance using position (distance travelled) IIIa-1 012-013.
standard units over a period of time;
The learners demonstrate The learners should be able The learners should be able to Science and
Technology IV:
understanding of
1. Motion Physics Textbook
for Fourth Year.
1. describe the motion of an Rabago, Lilia M.,
object by tracing and Ph.D., et al.
motion in terms of distance
1.1 Measuring time measuring its change in 2001. pp. 48-61.
and time position (distance travelled) *
and distance
over a period of time;
using standard
Science and
units S5FE- Technology I:
STANDARDS MATERIALS
IIIa-1 Integrated
Science
Textbook for
First Year.
Vilamil, Aurora
M., Ed.D. 1998.
pp. 73-74. *
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 107-108.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2. use appropriate measuring S5FE- 2001. pp. 48-61.
tools and correct standard IIIb-2 *
units;
Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 279-280.
2. Light and Sound, Heat and 1. how different objects interact 3. discuss why some materials are NSTIC Science
good conductors of heat and S5FE- Manual.
Electricity with light and sound, heat
electricity; Chemistry
STANDARDS MATERIALS
and electricity IIIc-3 Science Manual.

2.1 Conductors of heat and 075-077.
electricity; 2. the effects of heat and
BEAM 5. Unit 5.
electricity, light and sound on
Electric Cicuits.
2.2 Effects of light and sound, people and objects DLP 32.
heat and electricity
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. p. 350. *
Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 22-24.
4. infer how black and colored S5FE-

objects affect the ability to IIId-4
absorb heat;
2. Light and Sound, Heat and 1. how different objects interact
Electricity with light and sound, heat
5. relate the ability of the material Science and
and electricity
to block, absorb or transmit light Technology I:
2.1 Conductors of heat and Integrated
to its use;
electricity; 2. the effects of heat and Science
electricity, light and sound on Textbook for
2.2 Effects of light and sound, people and objects First Year.
S5FE- Villamil, Aurora
heat and electricity
IIIe-5 M., Ed.D. 1998.
p. 101. *
STANDARDS MATERIALS
Science and
Technology IV:
Physics
Textbook.
NISMED. 2012.
pp. 22-24.
3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or
3.1 Circuits relationship between electricity device using electromagnet 6. infer the conditions necessary to BEAM 5. Unit 5.
make a bulb light up; 12
3.2 Electromagnets and magnetism in that is useful for home school
Electromagnets.
electromagnets or community S5FE- Learning Guides.
IIIf-6 Powered
Attraction.
January 2009.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or 6. infer the conditions necessary to S5FE- Ph.D., et al.
3.1 Circuits relationship between electricity device using electromagnet make a bulb light up; IIIf-6 2001. pp. 300-
3.2 Electromagnets and magnetism in that is useful for home school 301. *
electromagnets or community
BEAM 5. Unit 5.
7. determine the effects of 12
S5FE-
Electromagnets.
changing the number or type of IIIg-7 Learning Guides.
components in a circuit;
Powered
Attraction.
January 2009.
STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
2001. pp. 308-
310. *
8. infer that electricity can be used BEAM 5. Unit 5.

to produce magnets; and 12
Electromagnets.
Learning Guides.
S5FE- Powered
IIIh-8 Attraction.
January 2009.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
3. Electricity and Magnetism a simple DC circuit and the propose an unusual tool or Ph.D., et al.
3.1 Circuits relationship between electricity device using electromagnet 2001. pp. 320-
3.2 Electromagnets and magnetism in that is useful for home school 326. *
electromagnets or community
S5FE- Science and
Technology IV:
8. infer that electricity can be used IIIh-8
Physics Textbook.
to produce magnets; and NISMED. 2012.
pp. 190-200.
NFE. Magnetism
in Everyday Life.
STANDARDS MATERIALS
2001. pp. 16 and

21-22.
BEAM 5. Unit 5.
12
Electromagnets.
Learning Guides.
9. design an experiment to Powered
Attraction.
determine the factors that affect S5FE-IIIi-
January 2009.
the strength of the j-9
electromagnet.

understanding of to BEAM 4. 7
1. Processes that Shape Earths EARTH. Distance
Surface Learning
S5FE-IVa- Modules. DLP 51.
weathering and soil erosion participate in projects that 1
shape the Earths surface and reduce soil erosion in the 1. describe how rocks turn into soil; Science and
1.1 Weathering and Soil affect living things and the community Technology I:
Erosion Integrated
environment
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
STANDARDS MATERIALS
The learners demonstrate p. 164. *

understanding of
The learners should be able The learners should be able to Science and
1. Processes that Shape Earths to Technology I:
Surface General Science
weathering and soil erosion Textbook for
shape the Earths surface and S5FE-IVa- First Year.
affect living things and the participate in projects that 1 Rabago, Lilia M.,
1.1 Weathering and Soil reduce soil erosion in the 1. describe how rocks turn into soil; Ph.D., et al.
environment
Erosion community 1997. pp. 174-
176. *
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 223-224.
Science for Daily

Use 5. Tan,
Conchita T.
2012. pp. 220-
221. *

STANDARDS MATERIALS
1. Processes that Shape Earths The learners demonstrate 2. investigate extent of soil erosion BEAM 4. 7
Surface understanding of in the community and its effects EARTH. Distance
The learners should be able on living things and the Learning
to environment; Modules. DLP 51.
1.1 Weathering and Soil weathering and soil erosion BEAM 4. 7 Earth.
Erosion shape the Earths surface and Distance
affect living things and the participate in projects that Learning
reduce soil erosion in the S5FE-IVb- Modules. DLP 52.
environment
community 2
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 268-
269. *
Science for Daily

Use 4. Lozada,
Buena A., et al.
2011. pp. 186-
188 and 192-
194. *
3. communicate the data

S5FE-IVc-
collected from the
investigation on soil 3
erosion;

STANDARDS MATERIALS
BEAM 5. Unit 6.
2. Weather Disturbances weather disturbances and their prepares individual 4. observe the changes in the 16 Blowing in the
S5FE-IVd-
2.1 Types of weather effects on the environment. emergency kit. Wind. Distance
weather before, during and after 4 Learning
disturbances: a typhoon;
Modules. DLP 50.
2.2 Effects of weather
disturbances on living things MISOSA 5.
and the environment. Module 24.
Science for Daily

Use 5. Tan,
S5FE-IVe-
5. describe the effects of a typhoon Conchita T.
on the community; 5 2012. p. 234. *
NFE.
Paghahanda sa
Bagyo. 2011. pp.
5-11.
6. describe the effects of the winds, S5FE-IVf- BEAM 5. Unit 6.

given a certain storm warning 6 16 Blowing in the
signal; Wind. Distance
Learning
Modules. DLP 51.
Science and
Technology I:
Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 207-210. *
Science 8
STANDARDS MATERIALS
Learners
2. Weather Disturbances weather disturbances and their prepares individual 6. describe the effects of the winds, Module. Campo,
2.1 Types of weather effects on the environment. emergency kit. given a certain storm warning S5FE-IVf- Pia C., et al.
signal; 2013. pp. 149-
disturbances: 6
151.
2.2 Effects of weather
disturbances on living things NFE. Typhoons
and the environment. in the
Philippines.
2001. pp. 10-13.
MISOSA 4.
7. infer the pattern in the changes S5FE-IVg- Module 33.
3. The Moon the phases of the Moon and the debug local myths and
in the appearance of the Moon; h-7
3.1 Phases of the Moon beliefs and practices associated folklore about the Moon and
BEAM 4. 10
3.2 Beliefs and practices with it the Stars by presenting pieces
Understanding
of evidence to convince the how the Moons
community folks motion affects
8. relate the cyclical pattern to the
Earth. Distance
length of a month; and
Learning
Modules. DLP 63.
BEAM 4. 10
Understanding
how the Moons
motion affects
S5FE-IVg- Earth. Distance
h-8 Learning
Modules. DLP 64.
Science and
Health 1.
Santiago, Ma.
Lourdes B. 1997.
pp. 195-196. *

STANDARDS MATERIALS
Science for Daily

debug local myths and 8. relate the cyclical pattern to the Use 4. Lozada,
3. The Moon folklore about the Moon and length of a month; and Buena A., et al.
2011. pp. 243-
3.1 Phases of the Moon the phases of the Moon and the the Stars by presenting pieces
244. *
3.2 Beliefs and practices beliefs and practices associated of evidence to convince the
with it community folks Science and
Health 2.
Apostol, Joy A.,
et al. 1997. pp.
234-235. *
Science and
S5FE-IVg- Technology I:
h-8 Integrated
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 287-289. *
NFE. Myths and

Scientific
Explorations
Behind Natural
Phenomena.
2001.

STANDARDS MATERIALS
debug local myths and

folklore about the Moon and
the Stars by presenting pieces
of evidence to convince the
community folks
4.The Stars constellations and the
4.1Patterns of stars information derived from their
(constellation) location in the sky.
BEAM 6. Unit 6.
Science and
Technology I:
9. identify star patterns that can be S5FE-IVi- Integrated
seen at particular times of the j-9 Science
year. Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 268-272. *

GRADE 6
STANDARDS MATERIALS
Grade 6 Matter

Properties The learners demonstrate The learners should be able The learners should be able to OHSP Integrated
understanding of to Science. Science
1. Mixture and their 1. Quarter 1.
Module 2. pp. 8-
Characteristics different types of mixtures and prepare beneficial and useful 1. describe the appearance and uses
10.
their characteristics mixtures such as drinks, food, uniform and non-uniform
1.1 Homogenous and and herbal medicines. mixtures; EASE Science II.
Heterogeneous Chemistry
mixtures Module 4. Lesson
2.
BEAM 4. 5
Explain what
happens after
Mixing Materials.
S6MT-Ia- Learning Guides.
c-1 Mix it Up. July
2009. pp. 5-7.
BEAM 4. 5
Explain what
happens after
mixing it Up.
Distance
Learning Module.
DLP 36.
APEX. Phases of
Matter. Unit 1.
Chapter 2.
Science and
STANDARDS MATERIALS
The learners should be able The learners should be able to Technology III.
Properties The learners demonstrate to NISMED. 1997.
understanding of pp. 29-34.
1. Mixture and their prepare beneficial and useful 1. describe the appearance and uses
Chemistry III
Characteristics different types of mixtures and mixtures such as drinks, food, uniform and non-uniform Textbook. Mapa,
their characteristics and herbal medicines. mixtures; Amelia P., Ph.D.,
1.1 Homogenous and et al. 2001. pp.
Heterogeneous 38-42. *
mixtures
Science and
Technology I:
Integrated
Science Textbook
for First Year.
S6MT-Ia- Villamil, Aurora
c-1 M., Ed.D. 1998.
pp. 57-58. *
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 53-55.
NFE. Preparation
and Separation
of Mixtures.
2001. pp. 10-24.

STANDARDS MATERIALS
MISOSA 5.
2. Separating Mixtures different techniques to separate separate desired materials 2. enumerate techniques in Module 17.
mixtures from common and local separating mixtures such as
BEAM III. Unit 2.
products. decantation, evaporation,
7 Demonstrate
filtering, sieving and using knowledge of
magnet; and simple
techniques.
Sparating and
Preparing
Mixtures. August
2009.
APEX. Phases of
Matter. Unit 1.
Chapter 2. pp.
S6MT-Id- 50-53.
f-2
BEAM 4. 5
Explain what
happens after
mixing in
materials.
Distance
Learning
Materials. DLP
40.
BEAM 4. 5
Explain what
happens after
mixing in
materials.
Learning Guides.
Mix it Up. Activity
3.3. July 2009.
STANDARDS MATERIALS
2. Separating Mixtures different techniques to separate separate desired materials 2. enumerate techniques in Chemistry III
mixtures from common and local separating mixtures such as Textbook. Mapa,
Amelia P., Ph.D.,
products. decantation, evaporation,
et al. 2001. pp.
filtering, sieving and using 42-45. *
magnet; and
Science and
Technology III.
NISMED. 1997.
pp. 36-40.
S6MT-Id-
Science and
f-2 Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 57-58.
NFE. Preparation
and Separation
of Mixtures.
2001. pp. 25-35.
3. tell the benefits of separating Science and

S6MT-Ig- Technology III.
mixtures from products in
j-3 NISMED. 1997.
community.
pp. 38-40.

STANDARDS MATERIALS

The learners demonstrate The learners should be able The learners should be able to APEX. Biology
understanding of to Unit 4. pp. 88-
I. Parts and Functions 157.
EASE Biology.
1.Human Body Systems how the major organs of the make a chart showing 1. explain how the organs of each Module 13.
1.1 Musculo-skeletal human body work together to healthful habits that promote organ system work together;
1.2 Integumentary form organ systems proper functioning of the BEAM 6. Unit 1.
System musculo-skeletal, 2 The Nervous
1.3 Digestive System integumentary, digestive, System. 1
1.4 Respiratory System circulatory, excretory, Message Sent.
Module 1.
1.5 Circulatory System respiratory, and nervous
February 2008.
1.6 Nervous System systems
BEAM II. 4
Organ System.
The Digestive
S6LT-IIa- System. April
b-1 2009. pp. 22-27.
BEAM II. 4
Organ System.
Circulatory
System. June
2009.
BEAM 6. Unit 1.
2 The Nervous
System. Module
1. September
2008.
BEAM 5. Unit 1.
3 The Urinary
STANDARDS MATERIALS
The learners demonstrate The learners should be able System. Learning

understanding of to Guides. Urinary
The learners should be able to System. January
2008.
I. Parts and Functions
how the major organs of the make a chart showing BEAM 4. 2
1.Human Body Systems human body work together to healthful habits that promote People_Human
1.1 Musculo-skeletal form organ systems proper functioning of the 1. explain how the organs of each Digestive.
1.2 Integumentary musculo-skeletal, organ system work together; Learning Guides.
System integumentary, digestive, Break it down.
1.3 Digestive System circulatory, excretory, May 2009.
1.4 Respiratory System respiratory, and nervous
BEAM 5. Unit 1.
1.5 Circulatory System systems 2 The Human
1.6 Nervous System Respiratory
System. Learning
Guides.
S6LT-IIa- Respiratory
b-1 System. April
2008.
BEAM 5. Unit 1.
1 The Human
Reproductive
System. Learning
Guides. Human
Reproductive
System. March
2008.
MISOSA 5.
Module 6. The
Urinary System.
MISOSA 5.
Module 4. The
STANDARDS MATERIALS
The learners demonstrate The learners should be able Respiratory

understanding of to System.
The learners should be able to
Science for Daily
Use 5. Tan,
I. Parts and Functions how the major organs of the make a chart showing Conchita T.
human body work together to healthful habits that promote 2012. pp. 25-26
1.Human Body Systems form organ systems proper functioning of the 1. explain how the organs of each and 49-51. *
1.1 Musculo-skeletal musculo-skeletal, organ system work together;
1.2 Integumentary integumentary, digestive, Science and
System circulatory, excretory, Technology II:
Biology
1.3 Digestive System respiratory, and nervous
Textbook.
1.4 Respiratory System systems NISMED. 2004.
1.5 Circulatory System pp. 103-119.
1.6 Nervous System S6LT-IIa-
b-1 Science and
Technology II:
Biology
Textbook.
NISMED. 2012.
pp. 103-119.
Science for Daily

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

System ng
Katawan ng Tao.
2001. pp. 10-40.
NFE. Ang
STANDARDS MATERIALS
The learners demonstrate The learners should be able Muscular System

understanding of to (Unang Bahagi).
The learners should be able to 2001. pp. 15-25.
NFE. The
I. Parts and Functions how the major organs of the make a chart showing Skeletal System.
human body work together to healthful habits that promote 2001. pp. 10-17.
1.Human Body Systems form organ systems proper functioning of the 1. explain how the organs of each
1.1 Musculo-skeletal musculo-skeletal, organ system work together; NFE. Ang
1.2 Integumentary integumentary, digestive, Respiratory
System circulatory, excretory, System. 2001.
pp. 3-15.
1.3 Digestive System respiratory, and nervous S6LT-IIa-
1.4 Respiratory System systems b-1 NFE. The
1.5 Circulatory System Nervous System.
1.6 Nervous System 2001. pp. 3-26.
NFE. Ang
Reproductive
System. 2001.
pp. 5-10.
NFE. The Urinary

System. 2001.
pp. 4-12.

STANDARDS MATERIALS
BEAM 6. Unit 1.
The learners demonstrate The learners should be able 2 The Nervous
I. Parts and Functions understanding of to System. 1
Message Sent.
Module 1.
1.Human Body Systems February 2008.
1.1 Musculo-skeletal how the major organs of the make a chart showing
1.2 Integumentary human body work together to healthful habits that promote BEAM II. 4
System form organ systems proper functioning of the Organ System.
1.3 Digestive System musculo-skeletal, The Digestive
1.4 Respiratory System integumentary, digestive, System. April
2009. pp. 22-27.
1.5 Circulatory System circulatory, excretory,
1.6 Nervous System respiratory, and nervous BEAM II. 4
systems Organ System.
Circulatory
System. June
2. explain how the different organ S6LT-IIc- 2009.
systems work together; d-2
APEX. Biology
Unit 4. pp. 77-
137.
BEAM 4. 2
People. Human
Digestive
System.
Learning Guides.
Break it Down.
May 2009.
BEAM 5. Unit 1.
2 The Human
Respiratory
System.
Learning Guides.
STANDARDS MATERIALS
NFE. Respiratory
System. April
. I. Parts and Functions The learners demonstrate The learners should be able 2008.
understanding of to
BEAM 5. Unit 1.
1.Human Body Systems 1 The Human
1.1 Musculo-skeletal make a chart showing Reproductive
1.2 Integumentary how the major organs of the healthful habits that promote System.
System human body work together to proper functioning of the Learning Guides.
1.3 Digestive System form organ systems musculo-skeletal, Human
1.4 Respiratory System integumentary, digestive, Reproductive
System. March
1.5 Circulatory System circulatory, excretory,
2008.
1.6 Nervous System respiratory, and nervous
systems MISOSA 5.
Module 6. The
Urinary System.
MISOSA 5.
Module 4. The
Respiratory
System.
NFE. Ang Organ
System ng
Katawan ng
Tao. 2001. pp.
35-39.

STANDARDS MATERIALS
MISOSA 4.
1. make an inventory of
2.Animal Module 8.
vertebrates and Animals with
the different characteristics of
invertebrates that are Backbones_The
2.1 Vertebrates and vertebrates and invertebrates
commonly seen in the Vertebrates.
Invertebrates
community
BEAM 5. Unit 2.
Vertebrates and
2. practice ways of caring
Invertebrates.
and protecting animals
Distance
Learning
Modules. DLP 16.
EASE Biology.
Module 17.
Lesson 1.
3. determine the distinguishing
S6MT-IIe- EASE Biology.
characteristics of vertebrates
f-3 Module 18.
and invertebrates;
Science for Daily
Use 5. Tan,
Conchita T.
2012. pp. 73-82.
*
Science 8
Learners
Module. Campo,
Pia C., et al.
2013. pp. 258-
259.

STANDARDS MATERIALS
BEAM 5. Unit 3.
3.Plants 7 Diffrences in
3.1Reproduction of how non-flowering plants the Plant Groups.
Learning Guides.
Non-flowering plants reproduce
Plant Kingdom.
1. make a multimedia January 2009.
presentation on how parts
of the reproductive system Science
of spore-bearing and 4. distinguish how spore-bearing andTechnology
S6MT-IIg- II: Biology
cone-bearing plants and cone-bearing plants
h-4 Textbook.
ensure their survival reproduce;
NISMED. 2012.
2. make a flyer on how plants pp. 140-151.
can be propagated
vegetatively Science and
Technology II:
Biology
Textbook.
NISMED. 2004.
pp. 140-151.
BEAM 5. Unit 2.
II. Ecosystems 5 Vertebrates
the interactions for survival form discussion groups to 5. discuss the interactions among and
Invertebrates.
1.Interactions Among among living and non-living tackle issues involving living things and non-living things
Distance
Living Things things that take place in tropical protection and conservation in tropical rainforests, coral reefs Learning
rainforests, coral reefs, and of ecosystems that serve as and mangrove swamps; and S6MT-IIi- Modules. DLP
2.Tropical rainforests mangrove swamps nurseries, breeding places, j-5 18.
2.1Coral reefs and habitats for economically
2.2 Mangrove swamps important plants and animals BEAM 5. Unit 2.
5 Vertebrates
and
Invertebrates.
Distance
Learning
Modules. DLP
STANDARDS MATERIALS
19.
the interactions for survival form discussion groups to 5. discuss the interactions among
II. Ecosystems among living and non-living tackle issues involving living things and non-living things Science and
Technoogy I:
things that take place in tropical protection and conservation in tropical rainforests, coral reefs
Integrated
1.Interactions Among rainforests, coral reefs, and of ecosystems that serve as and mangrove swamps; and Science
Living Things mangrove swamps nurseries, breeding places, S6MT-IIi- Textbook for
and habitats for economically j-5 First Year.
2.Tropical rainforests important plants and animals Villamil, Aurora
2.1Coral reefs M., Ed.D. 1998.
2.2 Mangrove swamps pp. 149-150. *
MISOSA 5.
Module 11.
Saving the Coral
Reefs.
BEAM 5. Unit 2.
5 Vertebrates
6. explain the need to protect and and
conserve tropical rainforests, Invertebrates.
coral reefs and mangrove Distance
Learning
swamps. S6MT-Iii-
Modules. DLP 18.
j-6
BEAM 5. Unit 2.
5 Vertebrates
and
Invertebrates.
Distance
Learning
Modules. DLP 19.
Science 8
Learners
Module. Campo,
STANDARDS MATERIALS
Pia C., et al.

the interactions for survival form discussion groups to 6. explain the need to protect and 2013. pp. 269-
II. Ecosystems among living and non-living tackle issues involving conserve tropical rainforests, S6MT-Iii- 272.
things that take place in tropical protection and conservation coral reefs and mangrove j-6
1.Interactions Among rainforests, coral reefs, and of ecosystems that serve as swamps.
Living Things mangrove swamps nurseries, breeding places,
and habitats for economically
2.Tropical rainforests important plants and animals
2.1Coral reefs
2.2 Mangrove swamps
Grade 6 Force, Motion and Energy

The learners demonstrate The learners should be able The learners should be able to EASE Physics.
1. Gravitation and Frictional understanding of to Module 10.
Forces 1. infer how friction and gravity
gravity and friction affect produce an advertisement affect movements of different Science and
movement of objects demonstrates road safety objects; Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al.
S6FE- 2001. pp. 85-91.
IIIa-c-1 *
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 95-96.

STANDARDS MATERIALS
Science and
1. Gravitation and Frictional The learners demonstrate The learners should be able The learners should be able to Technology I:
Forces understanding of to Integrated
1. infer how friction and Science Textbook
gravity affect movements of for First Year.
gravity and friction affect produce an advertisement Villamil, Aurora
different objects;
movement of objects demonstrates road safety M., Ed.D. 1998.
pp. 68-72. *
Science for Daily

Use 4. Lozada,
Buena A., et al.
2011. pp. 153-
156. *
Science and
Technology I:
S6FE- General Science
IIIa-c-1 Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. *
NFE. More on
Forces. 2001. pp.
4-13.

STANDARDS MATERIALS
2. demonstrate how sound, heat, EASE Physics.

2.Energy how energy is transformed in create a marketing strategy for light and electricity can be Module 16.
simple machines a new product on electrical or transformed;
OHSP. Module
2.1Energy transformation in light efficiency
16.
simple machines
BEAM IV. Unit
3. And there
was Light.
Activities 3.1B
and 3.4A.
August 2009.
BEAM IV. Unit

4. 9 Electrical
Energy
Generation.
S6FE- Electrical
IIId-f-2 Energy.
September
2008.
BEAM 5. Unit 5.
11 Electric
Circuits.
Distance
Learning
Modules. DLP
35.
BEAM 5. Unit 5.
11 Electric
Circuits.
Distance
Learning
Modules. DLP
STANDARDS MATERIALS
34.
2.Energy how energy is transformed in create a marketing strategy for
simple machines a new product on electrical or Science and
Technology IV:
2.1Energy transformation in light efficiency
Physics
simple machines Textbook for
Fourth Year.
Rabago, Lilia M.,
2. demonstrate how sound, S6FE- Ph.D., et al.
heat, light and electricity can IIId-f-2 2001. pp. 187-
be transformed; 191, 215-226,
234-235 and
289-315. *
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 124-
125. *
MISOSA 5.
Module 19.
OHSP. Module 11.

3. manipulate simple machines to Lesson 3.
describe their characteristics and S6FE-
uses; and IIIg-i-3
EASE Physics.
Module 11.
Lesson 3.
BEAM 5. Unit 5.
13 Simple
STANDARDS MATERIALS
Machines.
how energy is transformed in create a marketing strategy for 3. manipulate simple machines Distance Learning
2.Energy simple machines a new product on electrical or to describe their Modules. DLP 40.
characteristics and uses; and
light efficiency
Science and
2.1Energy transformation in Technology I:
simple machines Integrated
Science Textbook
for First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 78-82. *
Science for Daily

Use 5. Tan,
Conchita T. 2012.
pp. 178-201. *
Science and
Technology I:
General Science
Textbook for First
Year. Rabago,
Lilia M., Ph.D., et
al. 1997. pp. 53-
64. *
NFE. Simple
Machines. 2001.
pp. 4-25.
MISOSA 5.
4. demonstrate the practical and safe S6FE-IIIc- Module 19.
uses of simple machines. j-4
OHSP. Module 11.
Lesson 3.
STANDARDS MATERIALS
EASE Physics.
2.Energy how energy is transformed in create a marketing strategy for 4. demonstrate the practical Module 11.
and safe uses of simple Lesson 3.
simple machines a new product on electrical or
machines.
2.1Energy transformation in light efficiency BEAM 5. Unit 5.
simple machines 13 Simple
Machines.
Distance Learning
Modules. DLP 40.
Science for Daily

Use 5. Tan,
Conchita T. 2012.
S6FE-IIIc- pp. 202-203. *
j-4
Science and
Technology I:
General Science
Textbook for First
Year. Rabago,
Lilia M., Ph.D., et
al. 1997. pp. 57-
59. *
NFE. Simple
Machines. 2001.
pp. 26-52.

STANDARDS MATERIALS

The learners demonstrate The learners should The learners should be able to MISOSA 6.
1. Forces that affect understanding of Module 30.
changes on the earths 1. describe the changes on the
Earths surface as a result of OHSP Integrated
surface the effects of earthquakes and design an emergency and
earthquakes and volcanic Science. Science
volcanic eruptions: preparedness plan and kit 1. Quarter 2.
eruptions;
1.1 Earthquakes Module 5.
1.2 Volcanic Eruption
MISOSA 6.
Module 13.
MISOSA 6.
Module 27.
Science and
Technology I:
S6ES-IVa-
Integrated
1 Science
Textbook.
NISMED. 2012.
pp. 182-185.
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. p. 190. *

STANDARDS MATERIALS
OHSP Integrated
The learners demonstrate The learners should Science. Science
1. Forces that affect understanding of 1. Quarter 2.
Module 5. pp.
changes on the earths
16-17 and 21.
surface the effects of earthquakes and design an emergency and
volcanic eruptions: preparedness plan and kit MISOSA 6.
1.1 Earthquakes Module 30. p. 5.
1.2 Volcanic Eruption
EASE Science I.
Module 12. pp.
32-33.
BEAM 6. Unit 5.
12 Volcanic
Eruptions.
Activity 3.1.
2. enumerate what to do before, S6ES-IVb- November 2008.
during and after earthquake and
2
volcanic eruptions;
Science and
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 191-192.
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 318-
323. *
STANDARDS MATERIALS
The learners should
design an emergency and BEAM 3. Unit 6.

2.Weather Patterns in the weather patterns and seasons in Learning Guide.
preparedness plan and kit
Philippines the Philippines: Wearther we like
it or not. Module
2.1Weather patterns
5. July 2007.
and Seasons in the
Philippines. Science and
Technology I:
Integrated
Science Textbook
for First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 209-210. *
3. describe the different seasons in S6ES-IVc-
Science and
the Philippines; 3
Technology I:
Integrated
Science
Textbook.
NISMED. 2012.
pp. 289-290.
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 241-

STANDARDS MATERIALS
242. *
weather patterns and seasons in
2.Weather Patterns in the the Philippines: The learners should
BEAM 3. Unit 6.
Philippines
Learning Guide.
2.1Weather patterns
Wearther we like
and Seasons in the design an emergency and it or not. Module
Philippines. preparedness plan and kit 4. discuss appropriate activities for S6ES-IVd- 5. July 2007.
specific seasons of the Philippines; 4
Science for Daily
Use 5. Tan,
Conchita T.
2012. p. 243. *
BEAM 4. Unit 9.
3.Motions of the Earth of the earths rotation and 5. demonstrate rotation and Distance
3.1Rotation and revolution: revolution of the Earth using a Learning
globe to explain day and night Modules. DLP
revolution
and the sequence of seasons; 59.
BEAM 4. Unit 9.
Distance
Learning
Modules. DLP
60.
S6ES-IVe-
BEAM 4. Unit 9.
f-5 Distance
Learning
Modules. DLP
62.
Science
Textbook for
First Year.
Villamil, Aurora
M., Ed.D. 1998.
STANDARDS MATERIALS
pp. 285-289. *
3.Motions of the Earth of the earths rotation and The learners should 5. demonstrate rotation and
3.1Rotation and revolution: revolution of the Earth using a Science for Daily
globe to explain day and night Use 4. Lozada,
revolution
and the sequence of seasons; Buena A., et al.
design an emergency and 2011. pp. 234-
preparedness plan and kit 235 and 238-
S6ES-IVe- 240. *
f-5
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. pp. 283-
285. *
EASE Science I.
4.The Solar System characteristics of planets in the 6. compare the planets of the solar Module 15.
4.1Planets solar system. system; and Lessons 1 and 3.
MISOSA 5.
Module 26.
Outer Planet.
S6ES-IVg- MISOSA 5.
h-6 Module 25.
Inner Planets.
Sciene and
Technology I:
Integrated
Science
Textbook for
First Year.
STANDARDS MATERIALS
Villamil, Aurora
The learners should 6. compare the planets of the solar M., Ed.D. 1998.
4.The Solar System characteristics of planets in the system; and pp. 279-280. *
4.1Planets solar system.
Science for Daily
design an emergency and Use 5. Tan,
preparedness plan and kit Conchita T.
2012. pp. 251-
252. *

Technology I:
h-6
Integrated
Science
Textbook.
NISMED. 2012.
pp. 319-323.
Science and
Technology I:
General Science
Textbook for
First Year.
Rabago, Lilia M.,
Ph.D., et al.
1997. p. 296. *
EASE Science I.
7. construct a model of the solar Module 15.
system showing the relative sizes Lesson 3.
of the planets and their relative S6ES-IVi-
distances from the Sun. Science and
j-7 Technology I:
Integrated
Science Textbook
for First Year.
Villamil, Aurora
STANDARDS MATERIALS
M., Ed.D. 1998.

pp. 279-281.
The learners should 7. construct a model of the solar
system showing the relative Science for Daily
4.The Solar System characteristics of planets in the
sizes of the planets and their Use 5. Tan,
4.1Planets solar system. Conchita T. 2012.
relative distances from the
design an emergency and Sun. pp. 253-255.
preparedness plan and kit S6ES-IVi-
j-7 Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 319-323.
Science and
Technology I:
General Science
Textbook for First
Year. pp. 294-
297.
GRADE 7
CONTENT PERFORMANCE LEARNING
CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 7 Matter
Doing Scientific The learners The learners shall be The learners should be able to
Investigations demonstrate an able to: OHSP Integrated
S7MT-Ia-1
understanding of: Science I. Quarter 1.
1. Ways of acquiring Module 1.
knowledge and solving scientific ways of perform in groups in 1. describe the components of a
problems acquiring knowledge and guided investigations scientific investigation; BEAM I. Module 2.
solving problems involving community-
based problems using Chemistry III
locally available Textbook. Mapa,
materials Amelia P., Ph.D., et
al. 2001. pp. 7-9. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp. 3-
5.
Science and
Technology III.
NISMED. 1997. pp-
14-16.
2. Diversity of Materials in the EASE Science II.

Environment some important prepare different Module 7.
properties of solutions concentrations of
2.1 Solutions mixtures according to APEX Chemistry
2. investigate properties of unsaturated
uses and availability of S7MT-Ic-2 Solutions. Unit 2.
or saturated solutions;
materials Chapter 1. Lesson 1.
BEAM III. Unit 3. 8

Demonstrate
Understanding of
Solutions. The
Marvels of Solutions.
Septermber 2009.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D., et
al. 2001. pp. 272-
273. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
114-119.
Science and
Technology III.
NISMED. 1997. pp.
129-133.
EASE Science II.
2. Diversity of Materials in Module 7.
the Environment
some important prepare different
properties of solutions concentrations of 3. express concentrations of solutions APEX Chemistry
2.1 Solutions
mixtures according to quantitatively by preparing different Solutions. Unit 2.
S7MT-Id-3
uses and availability of concentrations of mixtures according Chapter 1. Lessons 6-
materials to uses and availability of materials; 7.
BEAM III. Unit 3. 8

Demonstrate
Understanding of
Solutions. The Marvels
of Solutions.
September 2009.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D., et al.
2001. pp. 283-290. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
132-136.
Science and
Technology III.
NISMED. 1997. pp.
142-153.
2.2 Substances and Mixtures the properties of investigate the

substances that properties of mixtures of EASE II. Module 3.
distinguish them from varying concentrations Lesson 2.
mixtures using available materials
in the community for 4. distinguish mixtures from BEAM III. Unit 2. 5
substances based on a set of S7MT-Ie-f-4
specific purposes Demonstrate Skill in
properties;
Identifying Chemical
System. Pure
Substance and
Mixture. August
2009.
EASE I. Module 5.
Lesson 3.
Chemistry III
Textbook. Mapa,
al. 2001. pp. 38-42.
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
34-38.
Science and
Technology III.
NISMED. 1997. pp.
30-34.
2.3 Elements and classifying substances as make a chart, poster, 5. recognize that substances are
Compounds elements or compounds or multimedia classified into elements and EASE II. Module 3.
presentation of compounds; Lesson 3.
common elements
showing their names, BEAM III. Unit 2. 6
S7MT-Ig-h-5
symbols, and uses Demonstrate
Understanding of
Elements. Elements
and Compounds.
August 2009.
EASE I. Module 5.
Lesson 3.
Chemistry III
Textbook. Mapa,
al. 2001. pp. 45-49.
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
52-56.
Science and
Technology III.
NISMED. 1997. pp.
42-52.
2.4 Acids and Bases the common properties properly interpret

of acidic and basic product labels of acidic
mixtures and basic mixture, and BEAM III. Module 3.
practice safe ways of Lesson 3.
handling acids and 6. investigate properties of acidic and
basic mixtures using natural S7MT-Ii-6
bases using protective NSTIC Science
indicators; and
clothing and safety gear Manual. Biology
Science Manual .413.
1.d Acids and Bases.

NSTIC Science
Manual. Chemistry
Science Manual. pp.
34-39.
Chemistry III
Textbook. Mapa,
al. 2001. pp. 51-52. *
Science and
Technology III:
Chemistry Textbook.
NISMED. 2012. pp.
62-65.
2.5 Metals and Non-metals properties of metals and APEX. Phases of

nonmetals Matter. Unit 1.
7. describe some properties of metals Chapter 2.
and non-metals such as luster,
S7MT-Ij-7
malleability, ductility, and EASE II. Module II.
conductivity. Lesson 3.
EASE I. Module 5. pp.

16-18 and 23.
Science and
Technology III.
NISMED. 1997. pp.
48-51.

I. Parts and Functions The learners The learners should be The learners should be able to BEAM II. 1 Nature of
demonstrate an able to: Biology. Tools in
S7LT-IIa-1
understanding of: 1. Identify parts of the microscope Biology. April 2009.
employ appropriate and their functions; pp. 21-37.
1. Microscopy the parts and functions techniques using the
of the compound compound microscope NSTIC Science
microscope to gather data about Manual. Biology
very small objects Science Manual
2. focus specimens using the
compound microscope; S7LT-IIb-2 .413M. 27b
Microscope.
NSTIC Science
Manual. Biology
The learners The learners should be Science Manual
2. focus specimens using the
I. Parts and Functions demonstrate an able to: .413M. 4 The
compound microscope;
understanding of: Compound
Microscope.
the parts and functions employ appropriate
1. Microscopy of the compound techniques using the Science and
microscope compound microscope Technology II:
to gather data about Biology Textbook.
very small objects S7LT-IIb-2 NISMED. 2012. pp.
12-15.
Science and
Technology II:
Biology Textbook.
NISMED. 2004. pp.
12-15.
2. Levels of Biological the different levels of EASE Biology. Module
Organization biological organization 3. describe the different levels of 6.
biological organization from cell S7LT-IIc-3
to biosphere;
3. Animal and Plant Cells the difference between

animal and plant cells 4. differentiate plant and animal Science and
cells according to presence or Technology II:
absence of certain organelles;
S7LT-IId-4 Biology Textbook.
NISMED. 2012. pp.
22-28.
Science and
Technology II:
Biology Textbook.
a. differentiate plant and animal
S7LT-IId-4 NISMED. 2004. pp.
cells according to presence or
absence of certain organelles; 22-28.
the difference between APEX. Unit 2. The
3. Animal and Plant Cells animal and plant cells Unit Cycle of Life.
5. explain why the cell is considered BEAM II. Module 2.

the basic structural and S7LT-IIe-5 The Basic Units of
functional unit of all organisms; Life.
EASE Biology. Module

2.
Science and
Technology II:
Biology Textbook.
NISMED. 2012. pp.
21-22.
Science and
Technology II:
Biology Textbook.
NISMED. 2004. pp.
21-22.
4. Fungi, Protists, and organisms that can only Science and

Bacteria be seen through the 6. identify beneficial and harmful Technology II:
microscope, many of microorganisms; S7LT-IIf-6 Biology Textbook.
which consist of only NISMED. 2012. pp.
one cell 247-268.
4. Fungi, Protists, and organisms that can only Science and

Bacteria be seen through the 6. identify beneficial and harmful S7LT-IIf-6 Technology II:
microscope, many of microorganisms; Biology Textbook.
which consist of only NISMED. 2004. pp.
one cell 247-268.
APEX Biology. Unit 5.
II. Heredity: Inheritance and reproduction being both Life Reproduction.
Variation asexual or sexual 7. differentiate asexual from sexual
reproduction in terms of:
BEAM II. Unit 1.
7. 1 number of individuals
1. Asexual reproduction Different Life Process.
involved;
2. Sexual reproduction Process of Life. April
7. 2 similarities of offspring to
2009.
parents;
BEAM II. Unit 5.
Reproduction. Cell
Growth and
Reproduction. April
2009.
EASE Biology. Module

S7LT-IIg-7 12. Lesson 3.
Science and
Technology II:
Biology Textbook.
NISMED. 2012. pp.
139-142.
Science and
Technology II:
Biology Textbook.
II. Heredity: Inheritance and NISMED. 2004. pp.
Variation reproduction being both 7. differentiate asexual from sexual S7LT-IIg-7 139-142.
reproduction in terms of:
asexual or sexual
7. 1 number of individuals
1. Asexual reproduction
involved;
2. Sexual reproduction
7. 2 similarities of offspring to
parents;
MISOSA 5. Module 3.
BEAM 5. Unit 1. 1 The

Human Reproductive
8. describe the process of System. Distance

fertilization; Learning Modules.

DLP2.
BEAM 4. Unit 4.
Distance Learning
Modules. DLP31.
S7LT-IIg-8
MISOSA 4. Module 6.
APEX. Biology Unit 5.
Science for Daily Use

4. Lozada, Buena A.,
et al. 2011. pp. 76-78.
*
Science for Daily Use

5. Tan, Conchita T.
2012. pp. 6-10. *
II. Heredity: Inheritance and reproduction being both Science and

Variation asexual or sexual 8. describe the process of Technology II:
fertilization; Biology Textbook.
1. Asexual reproduction NISMED. 2012. pp.
2. Sexual reproduction 153-157.
S7LT-IIg-8
Science and
Technology II:
Biology Textbook.
NISMED. 2004. pp.
153-157.
BEAM I. Unit 5. 1
II. Ecosystems Living Things and
Their Interactions.
June 2009.
1. Components of an organisms interacting conduct a collaborative
ecosystem with each other and action to preserve the EASE I. Module 9.
2. Ecological relationships
with their environment ecosystem in the locality
2.1 Symbiotic relationships
2.2 Non symbiotic to survive MISOSA 6.
relationships Components of an
9. differentiate biotic from abiotic
3. Transfer of energy S7LT-IIh-9 Ecosystem.
components of an ecosystem;
through trophic levels
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil, Aurora
M., Ed.D. 1998. p.
222. *
MISOSA 6.
Interrelationship
II. Ecosystems organisms interacting conduct a collaborative among Organisms.
with each other and action to preserve the
with their environment ecosystem in the locality BEAM I. Unit 5. 1
1. Components of an to survive 10. describe the different ecological Living Things and
ecosystem relationships found in an S7LT-IIh-10
their Interactions.
2. Ecological relationships ecosystem;
2.1 Symbiotic relationships June 2009.
2.2 Non symbiotic
relationships EASE Biology. Module
3. Transfer of energy 19.
through trophic levels

EASE I. Module 10.
Science and
Technology I:
Integrated Science
Textbook for First
M., Ed.D. 1998. pp.
223-226. *
11. predict the effect of changes in MISOSA 6. Module 11.
one population on other S7LT-IIi-11
populations in the ecosystem; and
MISOSA 6.
Components of an
12. predict the effect of changes in Ecosystem.
S7LT-IIj-12
abiotic factors on the ecosystem.
EASE I. Module 9.
Grade 7 Force, Motion and, Energy

I. Motion in One Dimension The learners The learners shall be NSTIC Science
demonstrate an able to: Manual. Integrated
1. Descriptors of Motion understanding of: Science Manual. 413
1.1 Distance or The learners should be able to M. pp. 2-13. (Module
Displacement motion in one conduct a forum on 8).
1.2 Speed or Velocity dimension mitigation and disaster 1. describe the motion of an object in S7FE-IIIa-1
terms of distance or displacement,
1.3 Acceleration risk reduction MISOSA 6. Module
speed or velocity, and
24.
acceleration;
2. Motion Detectors
EASE Physics. Module
10.
Science and
Technology I:
Integrated Science
Textbook for First
M., Ed.D. 1998. pp.
73-74. *
Science and
Technology IV:
Physics Textbook for
Fourth Year. Rabago,
Lilia M., Ph.D., et al.
2001. pp. 50-61. *
The learners shall be

The learners
able to: Science and
demonstrate an
I. Motion in One Dimension 2. differentiate quantities in terms of Technology IV: Pysics
understanding of: S7FE-IIIa-2
magnitude and direction; Textbook. NISMED.
1. Descriptors of Motion conduct a forum on 2012. p. 258.
motion in one
1.1 Distance or mitigation and disaster
dimension
Displacement risk reduction Science and
1.2 Speed or Velocity 3. create and interpret visual Technology IV:
1.4 Acceleration representation of the motion of Physics Textbook.
S7FE-IIIb-3
objects such as tape charts and NISMED. 2012. p.
2. Motion Detectors motion graphs; 285.
II. Waves OHSP. Module 15.

S7LT-IIIc-4
waves as a carriers of 4. infer that waves carry energy;
1. Types of Waves energy EASE Physics. Module
2. Characteristics of Waves 15.

2.1 Amplitude
2.2 Wavelength Science and
3. Wave Velocity Technology IV:
2001. pp. 194-197. *
5. differentiate transverse from OHSP. Module 15.
longitudinal waves, and
mechanical from electromagnetic EASE Physics. Module
waves; S7LT-IIIc-5 15.
Science and
Tecnology IV: Physics
Textbook for Fourth
5. differentiate transverse from Year. Rabago, Lilia
longitudinal waves, and M., Ph.D., et al.
mechanical from electromagnetic S7LT-IIIc-5 2001. pp. 202-203.
II. Waves waves as a carriers of waves;
energy OHSP. Module 15.
1. Types of Waves
2. Characteristics of Waves EASE Physics. Module
2.1 Amplitude 15.
2.2 Wavelength
3. Wave Velocity 6. relate the characteristics of waves; S7LT-IIId-6 Science and
Technology IV:
2001. pp. 198-200. *
III. Sound EASE Physics. Module

the characteristics of 16.
1. Characteristics of sound sound
1.1.Pitch 7. describe the characteristics of OHSP. Module 16.
1.2 Loudness sound using the concepts of
S7LT-IIId-7
1.3 Quality wavelength, velocity, and Science and
amplitude ; Technology IV:
Physics Textbook.
NISMED. 2012. pp.
371-372.
8. explain sound production in the EASE Physics. Module
human voice box, and how 16.
pitch, loudness, and quality of S7LT-IIIe-8
sound vary from one person to
OHSP. Module 16.
another;
Science and
Technology IV:
III. Sound 8. explain sound production in the Physics Textbook.
human voice box, and how pitch, S7LT-IIIe-8 NISMED. 2012. pp.
1. Characteristics of sound loudness, and quality of sound 372-375.
vary from one person to another;
1.1.Pitch
1.2 Loudness EASE Physics. Module
1.3 Quality 16.
9. describe how organisms produce, OHSP. Module 16.

transmit, and receive sound of
the characteristics of S7LT-IIIe-9
various frequencies (infrasonic, Science and
sound
audible, and ultrasonic sound); Technology IV:
2001. pp. 221-226. *
IV. Light the characteristics of suggest proper lighting EASE Physics. Module
1. Characteristics of Light light in various activities 3.
1.1 Intensity or
Brightness 10. relate characteristics of light Science and
1.2 Color such as color and intensity to S7LT-IIIf-10 Technology IV:
frequency and wavelength; Physics Textbook for
2001. P. 246. *
EASE Physics. Module
3.
11. infer that light travels in a
straight line;
S7LT-IIIg-11 Science and
Technology IV:
IV. Light Fourth Year. Rabago,
1. Characteristics of Light the characteristics of suggest proper lighting 11. infer that light travels in a S7LT-IIIg-11 Lilia M., Ph.D., et al.
1.1 Intensity or light in various activities straight line; 2001. P. 236. *
Brightness
1.2 Color
V. Heat MISOSA 4. Methods
1. Heat Transfer how heat is transferred of Heat Transfer.
1.1 Conduction
1.2 Convection S7LT-IIIh-i- Science and
12. infer the conditions necessary
1.3 Radiation 12 Technology I:
for heat transfer to occur;
Integrated Science
Textbook for First
M., Ed.D. 1998. P.

97. *
Science and
Technology IV:
2001. P. 187. *
VI. Electricity EASE Physics. Module
1. Charges charges and the 6. Lesson 2.
2. Charging processes different charging
processes Science and
13. describe the different types of
S7LT-IIIj-13 Technology IV:
charging processes; and
2001. P. 290. *
VI. Electricity
1. Charges charges and the 14. explain the importance of EASE Science II.
S7LT-IIIj-14
2. Charging processes different charging earthing or grounding. Module 2. p. 19.
processes
1.The Philippine Environment The learners The learners shall be The learners should be able to
demonstrate an able to: EASE 1. Module 14.
1.1 Location of the Philippines understanding of: 1. demonstrate how places on Earth may S7ES-IVa-1
using a coordinate system analyze the advantage be located using a coordinate system;
1.2. Location of the Philippines the relation of of the location of the
with respect to geographical location of Philippines in relation
landmasses and bodies of the Philippines to its to the climate, S7ES-IVa-2
2. describe the location of the Philippines
water environment weather, and seasons with respect to the continents and
1.3. Protection and oceans of the world;
conservation of natural
resources EASE Science I.
3. recognize that soil, water, rocks, coal, Module 11.
and other fossil fuels are Earth
S7ES-IVb-3
materials that people use as
resources;
EASE Science I.
4. describe ways of using Earths Module 11.
resources sustainably;
Science and
Technology I:
S7ES-IVc-4
Integrated Science
Textbook for First
M., Ed.D. 1998. Pp.
146-150. *
2.Interactions in the the different EASE Science I.
Atmosphere phenomena that Module 14.
2.1. Greenhouse effect and occur in the 5. discuss how energy from the Sun
global warming atmosphere interacts with the layers of the Science and
S7ES-IVd-5
2.3. Land and sea breezes atmosphere; Technology I:
2.4. Monsoons Integrated Science
2.5. Intertropical convergence Textbook. NISMED.
zone 2012. Pp. 310-311.
EASE Science I.
Module 14. Lesson 4.
6. explain how some human activities
S7ES-IVe-6
affect the atmosphere ;
BEAM I. 8 Changes in
the Atmosphere.
Learning Guides.
Point and Non-point.
September 2009.
Science and
Technology I:
Integrated Science
Textbook. NISMED.
2012. Pp. 301-311.
7. account for the occurrence of land Science and

and sea breezes, monsoons, and Technology I:
S7ES-IVf-7
intertropical convergence zone Integrated Science
(ITCZ) Textbook. NISMED.
2012. Pp. 296-299.
MISOSA 5. Module
8. describe the effects of certain
S7ES-IVg-8 24.
weather systems in the Philippines;

3. Seasons in the Philippines the relationship of the Science and

3.1. Relation of seasons to the seasons and the 9. using models, relate: Technology I:
position of the Sun in the position of the Sun in 9.1 the tilt of the Earth to the length Integrated Science
sky the sky of daytime; Textbook. NISMED.
3.2. Causes of seasons in the 9.2 the length of daytime to the 2012. pp. 308-310.
Philippines amount of energy received;
9.3 the position of the Earth in its Science and
S7ES-IVh-9
orbit to the height of the Sun in Technology I:
the sky; Integrated Science
9.4 the height of the Sun in the sky Textbook. NISMED.
to the amount of energy 2012. pp. 287-289.
received;
9.5 the latitude of an area to the
amount of energy the area
receives;
Science and
Technology I:
10. show what causes change in the Integrated Science
seasons in the Philippines using S7ES-IVi-10 Textbook. NISMED.
models; 2012. pp. 287-290.
4. Eclipses the occurrence of BEAM 4. 11 Solar and

4.1. Solar Eclipse eclipses 11. explain how solar and lunar eclipses Lunar Eclipse.
4.2. Lunar Eclipse occur; and Distance Learning
S7ES-IVj-11 Module. DLP 66.
BEAM 4. 11 Solar and

Lunar Eclipse.
Distance Learning

Module. DLP 67.

4. Eclipses
4.1. Solar Eclipse the occurrence of BEAM 4. 11 Solar and
4.2. Lunar Eclipse eclipses 11. explain how solar and lunar eclipses S7ES-IVj-11 Lunar Eclipse.
occur; and Distance Learning
Module. DLP 68.
Science and
Technology I:
Integrated Science
Textbook for First
M., Ed.D. 1997. pp.
290-291. *
Science and
Technology I:
Integrated Science
Textbook. NISMED.
2012. pp. 324-325.
Lunar Eclipse.
Learning Guide.
Eclipse. September
12. collect, record, and report data on the
2009.
beliefs and practices of the community S7ES-IVj-12
in relation to eclipses.
Lunar Eclipse.
Distance Learning
Module. DLP 69.
GRADE 8
STANDARDS MATERIALS
Grade 8 Force, Motion, and Energy
The learners demonstrate The learners shall be able The learners should be able EASE Physics.
1. Laws of Motion an understanding of: to: to Module 10. Lesson
1.1 Law of Inertia 3.
1.2 Law of Acceleration Newtons three laws of develop a written plan 1. investigate the relationship
Science and
1.3 Law of Interaction motion and uniform circular and implement a between the amount of Technology IV:
motion Newtons Olympics force applied and the mass Physics Textbook.
of the object to the amount NISMED. 2012.
of change in the objects pp. 292-296.
motion;
Science 8
S8FE-Ia-15 Learners Module.
Campo, Pia C., et
al. 2013. pp. 12-
17.
Science and
Technologyy IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 75-82. *
2. infer that when a body EASE Physics.
exerts a force on another, Module 10. Lesson
an equal amount of force is 3.
exerted back on it; S8FE-Ia-16
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
STANDARDS MATERIALS
The learners demonstrate The learners shall be able 2. infer that when a body pp. 296-297.
1. Laws of Motion an understanding of: to: exerts a force on another,
1.1 Law of Inertia an equal amount of force is Science 8
Learners Module.
1.2 Law of Acceleration Newtons three laws of develop a written plan exerted back on it; S8FE-Ia-16
Campo, Pia C., et
1.3 Law of Interaction motion and uniform circular and implement a al. 2013. pp. 18-
motion Newtons Olympics 20.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 83-84. *
3. demonstrate how a body EASE Physics.
responds to changes in Module 10. Lesson
motion; 3.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
S8FE-Ib-17
Ragabo, Lilia M.,
Ph.D., et al. 2001.
p. 83. *
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. pp. 8-10.
4. relate the laws of motion to EASE Physics.
bodies in uniform circular Module 9.
motion; S8FE-Ib-18
Science and
Technology IV:
STANDARDS MATERIALS
The learners demonstrate The learners shall be able Physics Textbook

1. Laws of Motion an understanding of: to: 4. relate the laws of motion to for Fourth Year.
1.1 Law of Inertia bodies in uniform circular Rabago, Lilia M.,
Ph.D., et al. 2001.
1.2 Law of Acceleration Newtons three laws of develop a written plan motion;
Pp. 58-61. *
1.3 Law of Interaction motion and uniform circular and implement a S8FE-Ib-18
motion Newtons Olympics Science 8
Learners Module.
Campo, Pia C., et
al. 2013. Pp. 17-
18.
5. infer that circular motion EASE Physics.
requires the application of Module 9.
constant force directed
Science and
toward the center of the
Technology IV:
circle; Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
S8FE-Ib-19
Ph.D., et al. 2001.
Pp. 106-108. *
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. P. 18.
2. Work Power and Energy work using constant force, 6. identify situations in which EASE Physics.
power, gravitational work is done and in which Module 11. Lesson
potential energy, kinetic no work is done; 2. pp. 5-8.
energy, and elastic S8FE-Ic-20
Science and
potential energy Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
STANDARDS MATERIALS
Ph.D., et al. 2001.

2. Work Power and Energy work using constant force, 6. identify situations in which Pp. 162-166. *
power, gravitational work is done and in which
Science and
potential energy, kinetic no work is done; S8FE-Ic-20
Technology IV:
energy, and elastic Physics Textbook.
potential energy NISMED. 2012.
Pp. 309-310.
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. Pp. 21-
24.
EASE Physics.
Module 11. Lesson
3. pp. 33-34.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
7. describe how work is related Pp. 166-169. *
S8FE-Ic-21
to power and energy;
Science and
Technology IV:
Physics Textbook.
NISMED. 2012. Pp.
316-317.
Science 8 Learners
Module. Campo,
Pia C., et al. 2013.
Pp. 25-26.
STANDARDS MATERIALS
BEAM IV. Unit 1.

work using constant force,
power, gravitational EASE Science 1.
Module 8. Lesson
2. Work Power and Energy potential energy, kinetic
3.
energy, and elastic
potential energy OHSP Module.
Module 11. Lesson
2.
Science and
Technology IV:
Physics Textbook
8. differentiate potential and for Fourth Year.
S8FE-Id-22
kinetic energy; Rabago, Lilia M.,
Ph.D., et al. 2001.
Pp. 171-174. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012. Pp.
310-314.
Science 8 Learners
Module. Campo,
Pp. 26-31.
Science and
9. relate speed and position of Technology IV:
object to the amount of Physics Textbook
for Fourth Year.
energy possessed by a body; S8FE-Id-23
Rabago, Lilia M.,
Ph.D., et al. 2001.
Pp. 175-181. *

STANDARDS MATERIALS
Science and
Technology IV:
2. Work Power and Energy work using constant force, 9. relate speed and position of Physics Textbook.
NISMED. 2012. Pp.
power, gravitational object to the amount of
314-316.
potential energy, kinetic energy possessed by a body; S8FE-Id-23
energy, and elastic Science 8 Learners
potential energy Module. Campo,
Pp. 25-26.
OHSP. Module 16.
the propagation of sound
3. Sound through solid, liquid, and Science and
Technology IV:
gas
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
10. infer how the movement of Pp. 216-218. *
particles of an object
S8FE-Ie-24 Science and
affects the speed of sound
Technology IV:
through it; Physics Textbook.
NISMED. 2012.
Pp. 369-370. *
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. P. 70.
11. investigates the effect of OHSP. Module 16.

temperature to speed of
sound through fair testing; S8FE-Ie-25 Science and
Technology IV:
Physics Textbook.
STANDARDS MATERIALS
NISMED. 2012.
pp. 369-370.
the propagation of sound 11. investigates the effect of S8FE-Ie-25
Science 8
3. Sound through solid, liquid, and temperature to speed of
Learners Module.
gas sound through fair testing; Campo, Pia C., et
al. 2013. pp. 83-
87.
some properties and discuss phenomena such

4. Light characteristics of visible as blue sky, rainbow, and EASE Physics.
light red sunset using the Module 3. Lesson
4.
concept of wavelength
and frequency of visible Science and
light Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
12. demonstrate the existence pp. 266-267. *
of the color components of
S8FE-If-26 Science and
visible light using a prism
Technology IV:
or diffraction grating; Physics Textbook.
NISMED. 2012. p.
27.
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. p. 91.

STANDARDS MATERIALS
EASE Physics.
Module 3. Lesson
4.
discuss phenomena such
Science and
4. Light some properties and as blue sky, rainbow, and Technology III:
characteristics of visible red sunset using the Chemistry
light concept of wavelength Textbook for Third
and frequency of visible Year. Mapa,
light Amelia P., Ph.D.,
13. explain the hierarchy of et al. 1999. pp.
67-69. *
colors in relation to S8FE-If-27
energy;
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. pp. 98-
105.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
65-66. *
14. explain that red is the least EASE Physics.
bent and violet the most Module 3. Lesson
bent according to their 4.
wavelengths or
Chemistry III
frequencies; Textbook. Mapa,
S8FE-If-28 Amelia P., Ph.D.,
et al. 2001. pp.
65-66. *
Science and
Technology III:
STANDARDS MATERIALS
Chemistry
Textbook for Third
4. Light some properties and discuss phenomena such 14. explain that red is the least Year. Mapa,
Amelia P., Ph.D.,
characteristics of visible as blue sky, rainbow, and bent and violet the most
et al. 1999. pp.
light red sunset using the bent according to their 67-69. *
concept of wavelength wavelengths or S8FE-If-28
and frequency of visible frequencies; Science 8
light Learners Module.
Campo, Pia C., et
al. 2013. pp. 98-
105.
5. Heat heat and temperature, and EASE Physics.
the effects of heat on the Module 13.
body 15. differentiate between heat
Science 8
and temperature at the S8FE-Ig-29
Learners Module.
molecular level;
Campo, Pia C., et
al. 2013. pp. 37-
38.
6. Electricity 16. infer the relationship Science and
between current and Technology IV:
current- voltage-resistance charge; Physics Textbook
for Fourth Year.
relationship, electric power,
Rabago, Lilia M.,
electric energy, and home Ph.D., et al. 2001.
circuitry S8FE-Ih-30 pp. 290-293. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 142-143.
Science 8
Learners Module.
STANDARDS MATERIALS
16. infer the relationship Campo, Pia C., et

between current and S8FE-Ih-30 al. 2013. pp. 54-
6. Electricity charge; 55.
EASE Physiscs.
Module 7. Lesson
2.
Science and
17. explain the advantages and Technology IV:
disadvantages of series Physics Textbook.
S8FE-li-31 NISMED. 2012.
and parallel connections in
pp. 156-160.
homes;
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. pp. 61-
63.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
18. differentiate electrical pp. 294-296 and
power and electrical S9FE-li-32 315. *
energy; and
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 166-168 and
177-178.

STANDARDS MATERIALS
EASE Physics.
Module 7. Lessons
19. explain the functions of 3 and 4.
current- voltage-resistance
circuit breakers, fuses,
6. Electricity relationship, electric power,
earthing, double insulation, S8FE-li-33 Science and
electric energy, and home Technology IV:
and other safety devices in
circuitry Physics Textbook.
the home.
NISMED. 2012.
pp. 174-177.
SECOND QUARTER/ SECOND GRADING PERIOD
The learners demonstrate The learners shall be able The learners should be able
1. Earthquakes and Faults an understanding of: to: to
MISOSA 6. Module
1.1 Active and inactive faults the relationship between 1. participate in decision 1. using models or
26.
1.2 How movements along faults faults and earthquakes making on where to illustrations, explain how
generate earthquakes build structures based movements along faults
Science and
generate earthquakes;
1.3 How earthquakes generate on knowledge of the Technology I:
tsunamis location of active faults Integrated Science
1.4 Earthquake focus and epicenter in the community Textbook.
1.5 Earthquake intensity and NISMED. 2012.
pp. 192-193.
magnitude 2. make an emergency
S8ES-IIa-14
1.6 Earthquake preparedness plan and prepare an Science 8
1.7 How earthquake waves provide emergency kit for use Learners Module.
information about the interior of at home and in school Campo, Pia C., et
the Earth al. 2013. pp. 116-
127.

STANDARDS MATERIALS
MISOSA 6. Module
1. Earthquakes and Faults The learners demonstrate The learners shall be able 28.
an understanding of: to:
2. differentiate the Science and
1.1 Active and inactive faults
2.1 epicenter of an Technology I:
1.2 How movements along faults the relationship between 1. participate in decision Integrated Science
earthquake from its
generate earthquakes faults and earthquakes making on where to Textbook.
focus;
1.3 How earthquakes generate build structures based NISMED. 2012.
2.2 intensity of an S8ES-IIa-15
tsunamis on knowledge of the pp. 193-196.
earthquake from its
1.4 Earthquake focus and epicenter location of active faults
magnitude; Science 8
1.5 Earthquake intensity and in the community
2.3 active and inactive Learners Module.
magnitude
faults; Campo, Pia C., et
1.6 Earthquake preparedness 2. make an emergency al. 2013. pp. 125-
1.7 How earthquake waves provide plan and prepare an 132.
information about the interior of emergency kit for use
the Earth at home and in school
MISOSA 6. Module
27.
3. demonstrate how
Science 8
underwater earthquakes S8ES-IIb-16
Learners Module.
generate tsunamis;
Campo, Pia C., et
al. 2013. pp. 133-
136.

STANDARDS MATERIALS
The learners demonstrate The learners shall be able

an understanding of: to: Science 8
1. Earthquakes and Faults Learners Module.
Campo, Pia C., et
the relationship between 1. participate in decision
al. 2013. pp. 135-
1.1 Active and inactive faults faults and earthquakes making on where to 136.
1.2 How movements along faults build structures based
generate earthquakes on knowledge of the
1.3 How earthquakes generate location of active faults 4. explain how earthquake
waves provide
tsunamis in the community S8ES-IIc-17
information about the
1.4 Earthquake focus and epicenter
interior of the earth
1.5 Earthquake intensity and 2. make an emergency
magnitude plan and prepare an
1.6 Earthquake preparedness emergency kit for use
1.7 How earthquake waves provide at home and in school
information about the interior of
the Earth
2. Understanding Typhoons the formation of 1. demonstrate BEAM 5. Unit 6. 18

2.1 How typhoons develop typhoons and their precautionary 5. explain how typhoons Tropical Cyclones.
2.2 Why the Philippines is prone to movement within the measures before, develop; Learning Guides.
Tropical Cyclones.
typhoons PAR during, and after a
Septermber 2008.
2.3 How landforms and bodies of typhoon, including
water affect typhoons within the following advisories, Science and
Philippine Area of Responsibility storm signals, and calls S8ES-IId-18 Technology I:
(PAR) for evacuation given by Integrated Science
government agencies Textbook.
in charge NISMED. 2012.
pp. 285-287.
Sciene 8 Learners
Module. Campo,
STANDARDS MATERIALS
pp. 138-139.
2. Understanding Typhoons the formation of 1. demonstrate 5. explain how typhoons Science and
develop; Technology I:
2.1 How typhoons develop typhoons and their precautionary
Integrated Science
2.2 Why the Philippines is prone to movement within the measures before, S8ES-IId-18 Textbook for First
typhoons PAR during, and after a Year. Villamil,
2.3 How landforms and bodies of typhoon, including Aurora M., Ed.D.
water affect typhoons within the following advisories, 1998. pp. 207-
Philippine Area of Responsibility storm signals, and calls 208.
(PAR) for evacuation given by Science and
Technology I:
government agencies
Integrated Science
in charge Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. p. 207. *
Science adn
Technology I:
6. infer why the Philippines Integrated Science
S8ES-IId-19
is prone to typhoons; Textbook.
NISMED. 2012.
pp. 286-287.
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. pp. 143-
144.

STANDARDS MATERIALS
7. explain how landmasses

the formation of and bodies of water Science 8
2. Understanding Typhoons typhoons and their affect typhoons; Learners Module.
S8ES-IIe-20 Campo, Pia C., et
2.1 How typhoons develop movement within 2. participate in activities
al. 2013. pp. 142-
2.2 Why the Philippines is prone to the PAR that lessen the risks 144
typhoons brought by typhoons .
2.3 How landforms and bodies of 8. trace the path of Science 8
water affect typhoons within the typhoons that enter the Learners Module.
Philippine Area of Responsibility Philippine Area of Campo, Pia C., et
(PAR) Responsibility (PAR) S8ES-IIf-21 al. 2013. pp. 139-
using a map and 142.
tracking data;
3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast BEAM 3. Unit 6.
System meteors, and asteroids beliefs and practices comets, meteors, and DLP 54.
3.1 Comets about comets and asteroids;
MISOSA 5, Module
3.2 Meteors meteors have scientific
27.
3.3 Asteroids basis
Science and
S8ES-IIg-22 Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 281-
283. *
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012.
pp. 339-340.
STANDARDS MATERIALS
Science 8
3. Other members of the Solar characteristics of comets, discuss whether or not 9. compare and contrast S8ES-IIg-22 Learners Module.
comets, meteors, and Campo, Pia C., et
System meteors, and asteroids beliefs and practices
asteroids; al. 2013. pp.156-
3.1 Comets about comets and 164.
3.2 Meteors meteors have scientific 10. predict the appearance BEAM 3. Unit 6.
3.3 Asteroids basis of comets based on DLP 54.
recorded data of
previous appearances; MISOSA 5. Module
and 27.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 282-
S8ES-IIh-23 283.
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012. p.
340.
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. pp. 156-
158.

STANDARDS MATERIALS
11. explain the regular Science and

3. Other members of the Solar characteristics of comets, discuss whether or not occurrence of meteor Technology I:
System meteors, and asteroids beliefs and practices showers Integrated Science
Textbook for First
3.1 Comets about comets and
Year. Villamil,
3.2 Meteors meteors have scientific Aurora M., Ed.D.
3.3 Asteroids basis 1998. p. 281. *
Science 8
S8ES-IIi-j-24 Learners Module.
Campo, Pia C., et
al. 2013. p. 163.
Grade 8 Matter
The learners demonstrate The learners shall be able The learners should be able EASE Science I.
an understanding of: to: to Module 5. Lesson
1. The Particle Nature of Matter 2.
the particle nature of present how water 1. explain the properties of
Science and
1.1 Elements, Compounds, and matter as basis for behaves in its different solids, liquids, and gases S8MT-IIIa- Technology III.
Mixtures explaining properties, states within the water based on the particle nature b-8 NISMED. 1997. pp.
1.2 Atoms and Molecules physical changes, and cycle of matter; 55-64.
structure of
substances and Chemistry III
mixtures Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
32-33.

STANDARDS MATERIALS
The learners demonstrate The learners shall be able The learners should be able Science and
1. The Particle Nature of Matter an understanding of: to: to Technology I:
Integrated Science
Textbook for First
1.1 Elements, Compounds, and the particle nature of present how water 1. explain the properties of
Year. Villamil,
Mixtures matter as basis for behaves in its different solids, liquids, and gases Aurora M., Ed.D.
1.2 Atoms and Molecules explaining properties, states within the water based on the particle nature 1998. pp. 46-47. *
physical changes, and cycle of matter; S8MT-IIIa-
structure of b-8 Science 8 Learners
substances and Module. Campo,
mixtures Pia C., et al. 2013.
pp. 179-182.
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012. pp.
80-81.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. p. 137.
2. explain physical changes in
*
terms of the arrangement S8MT-IIIc-
and motion of atoms and d-9 Science and
molecules; Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. *

STANDARDS MATERIALS
2. Atomic Structure EASE Science II.

the identity of a substance Module 10. Lesson
2.1 Protons according to its atomic 2.
2.2 Neutrons structure
BEAM III. Unit 1. 4
2.3 Electrons Demonstrate
Understanding of
Mathematical.
Number Makeover.
Intro to Chemistry.
August 2009.
3. determine the number of
protons, neutrons, and S8MT-IIIe-f- Science and
Technology III.
electrons in a particular 10
NISMED. 1997. pp.
atom; 220-221.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
58-64. *
Science 8 Learners
Module. Campo,
pp. 203-205.
3. Periodic Table (PT) of Elements the periodic table of EASE Science II.
elements as an organizing 4. trace the development of the Module 11. Lesson
3.1 Development of the PT tool to determine the periodic table from 1.
3.2 Arrangement of elements chemical properties of observations based on S8MT-IIIg-
Chemistry III
3.3 Reactive and nonreactive metals elements similarities in properties of h-11 Textbook. Mapa,
elements; and Amelia P., Ph.D.,
et al. 2001. pp.
86-88. *
STANDARDS MATERIALS
Science and
3. Periodic Table (PT) of Elements the periodic table of 4. trace the development of the Technology III.
NISMED. 1997. pp.
elements as an organizing periodic table from
237-245.
3.1 Development of the PT tool to determine the observations based on S8MT-IIIg-
3.2 Arrangement of elements chemical properties of similarities in properties of h-11 Science and
3.3 Reactive and nonreactive metals elements elements; and Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 52-53. *
Science 8 Learners
Module. Campo,
pp. 211-212.
5. use the periodic table to EASE Science II.

Module 11. Lesson
predict the chemical
2.
behaviour of an element.
S8MT-IIIi-j- Chemistry III
12 Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
90-91.
Science and
Technology III.
NISMED. 1997. pp.
253-259.
STANDARDS MATERIALS
Science and
3. Periodic Table (PT) of Elements the periodic table of 5. use the periodic table to Technology I:
Integrated Science
elements as an organizing predict the chemical
Textbook.
3.1 Development of the PT tool to determine the behaviour of an element. S8MT-IIIi-j- NISMED. 2012. pp.
3.2 Arrangement of elements chemical properties of 12 60-61.
3.3 Reactive and nonreactive metals elements
Science 8 Learners
Module. Campo,
pp. 212-217.

FOURTH QUARTER/ FOURTH GRADING PERIOD
1. Structures and Functions: Focus The learners demonstrate The learners should be The learners should be able EASE Biology.
on the Digestive System an understanding of: able to: to Module 1. Lesson
1.
1.1 Organs of the digestive 1. the digestive system and present an analysis of the 1. explain ingestion,
S8LT-IVa-13 Science and
system and their interaction its interaction with the data gathered on diseases absorption, assimilation, and Technology II:
with organs of the circulatory, respiratory, resulting from nutrient excretion; Biology Textbook.
respiratory, circulatory, and and excretory systems in deficiency NISMED. 2012.
excretory systems providing the body with pp. 99; 109-110.
nutrients for energy
1.2 Changes in food as it BEAM 4. Unit 2.
2. diseases that result from Distance Learning
undergoes physical and 2. explain how diseases of the
nutrient deficiency and Modules. DLP 16.
chemical digestion digestive system are
ingestion of harmful S8LT-IVb-14
prevented, detected, and
substances, and their Science for Daily
1.3 Diseases resulting from treated; Use 4. Lozada,
prevention and
nutrient deficiency and Buena A., et al.
treatment
2011. pp. 35-36. *

STANDARDS MATERIALS
ingestion of harmful
substances Science for Daily
Use 4. Lozada,
Buena A., et al.
1.4 Prevention, detection, and
3. identify healthful practices 2011. p. 34. *
treatment of diseases of the
digestive system that affect the digestive S8LT-IVc-15
Science 8
system;
Learners Module.
Campo, Pia C., et
al. 2013. pp. 308-
313.
2. Heredity: Inheritance and 1. how cells divide to report on the importance EASE Biology.
Variation of Traits produce new cells of variation in plant and Module 12.
animal breeding Lessons 1 and 2.
2.1 Stages of mitosis 2. meiosis as one of the
BEAM II. Unit 5.
processes producing Learning Guide.
2.2 Stages of meiosis genetic variations of the Reproduction. Cell
Mendelian Pattern of Growth and
2.3 Mendelian Genetics Inheritance Reproduction.
April 2009.
4. compare mitosis and
Science and
meiosis, and their role in the S8LT-IVd-16
Technology II:
cell-division cycle;
Biology Textbook.
NISMED. 2012.
pp. 132-133.
Science and
Technology II:
Biology Textbook.
NISMED. 2004.
pp. 132-133.
Science 8
STANDARDS MATERIALS
Learners Module.
Campo, Pia C., et
al. 2013. pp. 321-
326.
2. Heredity: Inheritance and
Variation of Traits 1. how cells divide to report on the importance EASE Biology.
produce new cells of variation in plant and Module 12. Lesson
2.
2.1 Stages of mitosis animal breeding
2. meiosis as one of the Science and
2.2 Stages of meiosis processes producing Technology II:
genetic variations of the Biology Textbook.
2.3 Mendelian Genetics Mendelian Pattern of NISMED. 2012.
Inheritance pp. 133-134.
5. explain the significance of
meiosis in maintaining the S8LT-IVe-17 Science and
chromosome number; Technology II:
Biology Textbook.
NISMED. 2004.
pp. 133-134.
Science 8
Learners Module.
Campo, Pia C., et
al. 2013. pp. 327-
328.
EASE Biology.
6. predict phenotypic Module 14.
expressions of traits
Science and
following simple patterns of
Technology II:
inheritance; S8LT-IVf-18 Biology Textbook.
NISMED. 2012.
Pp. 188-189.
Science and

STANDARDS MATERIALS
Technology II:
Biology Textbook.
2. Heredity: Inheritance and report on the importance NISMED. 2004.
Pp. 188-189.
Variation of Traits 1. how cells divide to of variation in plant and 6. predict phenotypic
produce new cells animal breeding expressions of traits Science 8
2.1 Stages of mitosis following simple patterns of S8LT-IVf-18 Learners Module.
2. meiosis as one of the inheritance; Campo, Pia C., et
2.2 Stages of meiosis processes producing al. 2013. P. 334.
genetic variations of the
2.3 Mendelian Genetics Mendelian Pattern of
Inheritance
3. Biodiversity report (e.g., through a Science 8

1. the concept of a species travelogue) on the 7. explain the concept of a Learners Module.
S8LT-Ivg-19
3.1 Species diversity activities that species; Campo, Pia, et al.
2. the species as being 2013. P. 224.
3.2 Hierarchical taxonomic communities engage in to
further classified into a Science 8
system of classification protect and conserve 8. classify organisms using the
hierarchical taxonomic Learners Module.
3.3 Protection and conservation endangered and hierarchical taxonomic S8LT-Ivh-20 Campo, Pia C., et
system
of endangered and economically important system; al. 2013. Pp. 226-
economically important species 227.
species Science and
Technology I:
9. explain the advantage of Integrated Science
Textbook for First
high biodiversity in
Year. Villamil,
maintaining the stability of Aurora M., Ed.D.
an ecosystem; S8LT-Ivh-21 1998. P. 231. *
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
STANDARDS MATERIALS
Pp. 330-333.
3. Biodiversity
9. explain the advantage of Science and
Technology II:
3.1 Species diversity 1. the concept of a species report (e.g., through a high biodiversity in S8LT-Ivh-21
Biology Textbook.
3.2 Hierarchical taxonomic travelogue) on the maintaining the stability of NISMED. 2004.
system of classification 2. the species as being activities that an ecosystem; Pp. 330-333.
3.3 Protection and conservation further classified into a communities engage in to
hierarchical taxonomic Science 8
of endangered and protect and conserve
system Learners Module.
economically important endangered and
species economically important Campo, Pia C., et
al. 2013. P. 266.
species
4. Ecosystems Science and
4.1 Transfer of Energy in Trophic the one-way flow of energy make a poster comparing Technology I:
Levels and the cycling of materials food choices based on the Integrated Science
Textbook for First
4.2 Cycling of materials in the in an ecosystem trophic levels
Year. Villamil,
ecosystem 10. describe the transfer of Aurora M., Ed.D.
4.2.1Water cycle energy through the trophic S8LT-Ivi-22 1998. P. 228. *
4.2.2Oxygen-carbon cycle levels;
4.2.3Nitrogen cycle Science 8
4.3 Impact of human activities in Learners Module.
an ecosystem Campo, Pia C., et
al. 2013. Pp. 273-
274.
EASE Science I.
11. analyze the roles of Module 10. Lesson
organisms in the cycling of S8LT-Ivi-23 3.
materials;
12. explain how materials cycle EASE Science I.

in an ecosystem; and Module 10. Lesson
S8LT-IVi-24 3.
Science and
STANDARDS MATERIALS
4. Ecosystems Technology I:
4.1 Transfer of Energy in Trophic the one-way flow of energy 12. explain how materials cycle Integrated Science
Levels and the cycling of materials make a poster comparing in an ecosystem; and Textbook for First
Year. 1998. pp.
4.2 Cycling of materials in the in an ecosystem food choices based on the S8LT-IVi-24
150-151 and pp.
ecosystem trophic levels 228-231. *
4.2.1Water cycle
4.2.2Oxygen-carbon cycle Science 8
4.2.3Nitrogen cycle Learners Module.
4.3 Impact of human activities in Campo, Pia C., et
an ecosystem al. 2013. pp. 284-
287.
EASE Biology.
Module 19.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. p. 231. *
13.suggest ways to minimize
human impact on the S8LT-IVj-25 Science 8
environment. Learners Module.
Campo, Pia C., et
al. 2013. pp. 288-
289.

GRADE 9
STANDARDS MATERIALS
FIRST QUARTER/ FIRST GRADING PERIOD

1. Respiratory and Circulatory The learners demonstrate The learners should be BEAM II. 4 Organ
Systems Working with the other an understanding of: able to: The learners should be able Systems.
Organ Systems to Circulatory
System. June
1. how the different conduct an information
2008.
structures of the dissemination activity on 1. explain how the respiratory
circulatory and effective ways of taking and circulatory systems work EASE Biology.
S9LT-la-b-26
respiratory systems work care of the respiratory together to transport Module 11.
together to transport and circulatory systems nutrients, gases, and other Lessons 2 and 3.
oxygen-rich blood and based on data gathered molecules to and from the
nutrients to the different from the school or local NFE. Ang
different parts of the body;
Respiratory
parts of the body health workers
System. 2001. pp.
3-5.
2. the prevention, 2. infer how ones lifestyle can APEX. Biology
detection, and treatment affect the functioning of Unit 4. Lessons 11
of diseases affecting the respiratory and circulatory and 12.
circulatory and systems;
respiratory systems NFE. Ang
Respiratory
System. 2001. pp.
16-24.
S9LT-lc-27
Science for Daily
Use 5. Tan,
Conchita T. 2012.
pp. 34-35 and 38-
39. *

STANDARDS MATERIALS
2. Heredity: Inheritance and

Variation 1. how genetic information BEAM II. Your
is organized in genes on Genetic Book of
chromosomes Life.
2.1 Location of genes on
chromosomes APEX. Unit 6.
2. the different patterns of
2.2 Non-Mendelian inheritance Lesson 3.
inheritance
2.2.1 Incomplete dominance
2.2.2 Sex-linked traits 3. describe the location of genes Science and
S9LT-Id-28
2.2.3 Multiple alleles in chromosomes; Technology II:
2.3 Multiple genes Biology Textbook.
NISMED. 2012. pp.
184-185.
Science and
Technology II:
Biology Textbook.
NISMED. 2004. pp.
184-185.
EASE Biology.
Module 14. Lesson
3.
Science and
Technology:
4. explain the different patterns Biology Textbook.
S9LT-Id-29
of non-Mendelian inheritance ; NISMED. 2012.
pp. 179-182.
Science and
Technology II:
Biology Textbook.
NISMED. 2004.
PP. 179-182.

STANDARDS MATERIALS
EASE Science I.
3. Biodiversity and Evolution how changes in the make a multimedia Module 11.
environment may affect presentation of a timeline Lesson 6.
3.1 Causes of Species Extinction species extinction of extinction of
Science and
3.1.1 natural representative Technology II:
3.1.2 anthropogenic microorganisms, plants, Biology Textbook.
and animals NISMED. 2012.
pp. 328-329.
5. relate species extinction to
the failure of populations of Science and
organisms to adapt to abrupt S9LT-Ie-f-30 Technology II:
changes in the environment; Biology Textbook.
and NISMED. 2004.
328-329.
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 146-147.

STANDARDS MATERIALS
4. Ecosystems 1. the structure and design and conduct an BEAMLearning

function of plant parts investigation to provide Guide Biology
4.1 Flow of Energy and Matter in and organelles involved evidence that plants can 6. differentiate basic features Food for Life
Ecosystems in photosynthesis manufacture their own and importance of
BEAMLearning
food photosynthesis and Guide Biology
4.1.1 Photosynthesis 2. the structure and respiration. Creating Energy
4.1.2 Respiration function of for Life
mitochondrion as the
main organelle involved EASEBiology
in respiration Module 4
Photosynthesis
EASE Biology
Module 5 Cellular
Respiration
APEXBiology Unit
S9LT-lg-j-31 3 Life Energy
Science for Daily

Use 5. Tan,
Conchita T. 2012.
pp. 96-99. *
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
pp. 58-66 and 70-
72.
Science and
Technology II:
Biology Textbook.

STANDARDS MATERIALS
NISMED. 2004.
4. Ecosystems 1. the structure and design and conduct an pp. 58-66 and 70-
function of plant parts investigation to provide 6. differentiate basic features 72.
4.1 Flow of Energy and Matter in and organelles involved evidence that plants can and importance of
NFE. Food
Ecosystems in photosynthesis manufacture their own photosynthesis and S9LT-lg-j-31 Production and
food respiration. Utilization in
4.1.1 Photosynthesis 2. the structure and Plants. 2001. pp.
4.1.2 Respiration function of 4-25.
mitochondrion as the
main organelle involved
in respiration
Grade 9 Matter
The learners demonstrate The learners shall be able The learners should be able to EASE II.
an understanding of to: Chemistry Module
1. Chemical Bonding 1. explain the formation of ionic 14. Lesson 1.
1.1 Ionic and Covalent Bonding 1. how atoms combine and covalent bonds;
BEAM III. Unit 7.
with other atoms by
18 Demonstrate
1.2 Metallic Bonding transferring or by
Understanding of
sharing electrons
the Processes.
Bonding. Module
2. forces that hold 1. March 2009.
metals together S9MT-IIa-13
EASE Science 1.
Module 6. Lesson
1.
Science and
Technology III:
Chemistry
STANDARDS MATERIALS
The learners demonstrate The learners shall be able The learners should be able to Textbook for
1. Chemical Bonding an understanding of to: Third Year. Mapa,
1.1 Ionic and Covalent Bonding 1. explain the formation of ionic Amelia P., Ph.D.,
et al. 1999. pp.
1. how atoms combine and covalent bonds;
111-115. *
1.2 Metallic Bonding with other atoms by
transferring or by
Chemistry III
sharing electrons
Textbook. Mapa,
Amelia P., Ph.D.,
forces that hold et al. 2001. pp.
metals together S9MT-IIa-13
107-112. *
Science and
Technology III.
NISMED. 1997.
pp. 270-273.
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 329-333.
2. recognize different types of EASE Science II.

compounds (ionic or covalent) Chemistry Module
based on their properties such 14. Lesson 1.
as melting point, hardness,
Chemistry III
polarity, and electrical and S9MT-IIb-14 Textbook. Mapa,
thermal conductivity; Amelia P., Ph.D.,
et al. 2001. pp.
117-120.
Science and
Technology III.
STANDARDS MATERIALS
1. Chemical Bonding The learners demonstrate The learners shall be able NISMED. 1997. p.
1.1 Ionic and Covalent Bonding an understanding of to: 2. recognize different types of 283.
compounds (ionic or covalent) S9MT-IIb-14
1.2 Metallic Bonding 1. how atoms combine based on their properties such
with other atoms by as melting point, hardness,
transferring or by polarity, and electrical and
sharing electrons
thermal conductivity;
forces that hold

metals together BEAM III. Unit 8.
20 Demonstrate
Understanding of
Chemical Bonds.
Metallic Link.
Module 3.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
3. explain properties of metals in S9MT-IIc-d- 113-115.
terms of their structure; 15
Science and
Technology III.
NISMED. 1997.
pp. 279-280.
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 333-33.

STANDARDS MATERIALS
1. Chemical Bonding The learners demonstrate EASE Science I.

1.1 Ionic and Covalent Bonding an understanding of The learners shall be able Module 6.
to:
1.2 Metallic Bonding EASE Science II.
1. how atoms combine
Module 14.
with other atoms by
Lesson 1.
transferring or by
sharing electrons
Chemistry III
Textbook. Mapa,
forces that hold Amelia P., Ph.D.,
metals together et al. 2001. pp.
92-94. *
Science and
Technology III.
NISMED. 1997.
S9MT-IIe-f- pp. 277-279.
4. explain how ions are formed;
16
Science and
Technology III:
Chemistry
Textbook.
NISMED. 2012.
pp. 293-294.
Science and
Technology III:
Chemistry
Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. P.
110. *

STANDARDS MATERIALS
The Variety of Carbon Compounds the type of bonds that EASE II. Module
carbon forms that result in 14.
2.1 Carbon Atoms the diversity of carbon
Chemistry III
2.2 Organic Compounds compounds
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
343-356. *
5. explain how the structure of Science and

Technology.
the carbon atom affects the S9MT-IIg-17
NISMED. 1997.
type of bonds it forms;
pp. 334-340.
Science and
Technology III:
Chemistry
Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. pp.
349-353. *
6. recognize the general classes Chemistry III
and uses of organic Textbook. Mapa,
compounds; Amelia P., Ph.D.,
et al. 2001. pp.
356-367. *
Science and
S9MT-IIh-18 Technology III.
NISMED. 1997.
pp. 331-340.
Science and
Technology III:
Chemistry
STANDARDS MATERIALS
The Variety of Carbon Compounds the type of bonds that Textbook for
carbon forms that result in 6. recognize the general classes Third Year. Mapa,
2.1 Carbon Atoms the diversity of carbon and uses of organic S9MT-IIh-18 Amelia P., Ph.D.,
et al. 1999. pp.
2.2 Organic Compounds compounds compounds;
367-373. *
8. Mole Concept EASE Science II.
the unit, mole, that analyze the percentage Chemistry Module
3.1 Mass quantitatively measures the composition of different 16. Lesson 2.
3.2 Moles number of very small brands of two food
OHSP. Chemistry
3.3 Percentage Composition of a particles of matter products and decide on Module 16.
Compound the products appropriate Lesson 2.
percentage composition
Science and
Technology III:
Chemistry
Textbook.
7. use the mole concept to NISMED. 2012.
pp. 84-91.
express mass of substances; S9MT-IIi-19
and
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
174-183. *
Science and
Technology III.
NISMED. 1997.
pp. 112-123.
9. Mole Concept 8. determine the percentage

S9MT-IIj-20
the unit, mole, that analyze the percentage composition of a compound
EASE Science II.
STANDARDS MATERIALS
3.1 Mass quantitatively measures the composition of different given its chemical formula Chemistry Module
3.2 Moles number of very small brands of two food and vice versa. 16. Lesson 4.
3.3 Percentage Composition of a particles of matter products and decide on
OHSP. Chemistry
Compound the products appropriate
Module 16.
percentage composition Lesson 4.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
174-183. *
Science and
Technology III.
NISMED. 1997.
pp. 112-123.
Science and
Technology III:
Chemistry
Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. pp.
157-158. *
The learners demonstrate The learners shall be able The learners should be able to EASE Science I.
1.Volcanoes an understanding of: to: S9ES -IIIa- Module 12. p. 24.
1. describe the different types 25
1.1 Type of volcanoes volcanoes found in the of volcanoes;

STANDARDS MATERIALS
1.2 Volcanic Eruption Philippines MISOSA 6. Active

1.3 Energy from volcanoes 2. differentiate between active S9ES -IIIa- and Inactive
and inactive volcanoes; 27 Volcanoes.
MISOSA 6.
Module 29.
BEAM 6. Unit 5.
12 Volcanic
Erruptions.
Volcano Mania.
3. explain what happens when S9ES -IIIb- Module 12.
volcanoes erupt ; 28 Activity 3.2.
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 189-191.
4. illustrate how energy from MISOSA 6.

S9ES IIIc-d- Module 30. p. 8.
volcanoes may be tapped for
29
human use;
2.Climate factors that affect climate, participate in activities BEAM 6. Unit 5.
and the effects of changing that reduce risks and Module 13.
2.1 Factors that affect climate climate and how to adapt lessen effects of climate
5. explain how different factors Science and
2.2 Global climate phenomenon accordingly change S9ES-IIIe-30
affect the climate of an area; Technology I:
Integrated
Science Textbook.
NISMED. 2012.
STANDARDS MATERIALS
pp. 275-282.
Science and
Technology I:
Integrated
Science Textbook
for First Year.
Villamil, Aurora
M., Ed.D. 1998.
pp. 185-202. *
BEAM 6. Unit 5.
Module 13.
6. describe certain climatic
phenomena that occur on a S9ES-IIIf-31 Science and
global level; Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 300-301.
3. Constellations the relationship between the discuss whether or not
3.1 Characteristics of stars visible constellations in the popular beliefs and BEAM 5. Unit 7. 20
3.2 Arrangement of stars in a group sky and Earths position practices with regard to The Sun.
3.3 Changing position of along its orbit constellations and
7. infer the characteristics of EASE Science I.
constellations during the night astrology have scientific Module 18.
and at different times of the year basis stars based on the S9ES-IIIg-32
3.4 Beliefs and practices about characteristics of the Sun;
Science and
constellations and astrology Technology I:
Integrated
Science Textbook.
Villamil, Aurora
STANDARDS MATERIALS
M., Ed.D. 1998.

pp. 268-270. *
EASE Science I.
Module 18.
8. infer that the arrangement of Science and

stars in a group Technology I:
S9ES-IIIh-33
(constellation) does not Integrated
change; Science Textbook.
Villamil, Aurora
M., Ed.D. 1998. p.
272. *
EASE Science I.
Module 18.
9. observe that the position of a
3. Constellations constellation changes in the S9ES-IIIi-34
3.1 Characteristics of stars course of a night; and
3.2 Arrangement of stars in a group the relationship between the discuss whether or not
3.3 Changing position of visible constellations in the popular beliefs and
constellations during the night sky and Earths position practices with regard to EASE Science I.
10. show which constellations Module 18.
and at different times of the year along its orbit constellations and
3.4 Beliefs and practices about astrology have scientific may be observed at different
S9ES-IIIj-35
constellations and astrology basis times of the year using
models.
Grade 9 Force, Motion, and Energy

The Learners demonstrate The Learners shall be able The Learners should be able
Motion in Two Dimensions an understanding of: to: to OHSP Integrated
Science. Quarter
STANDARDS MATERIALS
S9FE-IVa-34 2. Module 3. pp.

1. Projectile Motion projectile motion, impulse propose ways to enhance 1. describe the horizontal and 4-5.
1.2.Impulse, Momentum and and momentum, and sports related to projectile vertical motions of a
EASE Physics.
Impulse conservation of linear motion projectile;
Module 9. Lesson
1.3.Conservation of Linear momentum 3.
Momentum
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 93-109. *
EASE Physics.
The learners demonstrate The learners shall be able Module 9. Lesson
Motion in Two Dimensions an understanding of: to: 3.
2. investigate the relationship
between the angle of release Science and
1. Projectile Motion projectile motion, impulse propose ways to enhance S9FE-IVa-35 Technology IV:
1.2.Impulse, Momentum and and momentum, and sports related to projectile and the height and range of
Physics Textbook
Impulse conservation of linear motion the projectile; for Fourth Year.
1.3.Conservation of Linear momentum Rabago, Lilia M.,
Momentum Ph.D., et al. 2001.
pp. 93-109. *
Science and
3. relate impulse and momentum Technology IV:
S9FE-IVb-36
to collision of objects (e.g., Physics Textbook.
vehicular collision); NISMED. 2012.
pp. 298-301.
4. infer that the total momentum BEAM IV. Unit 5.
12 Force and
before and after collision is S9FE-IVb-37
Motion. Energy in
equal;
Transportation.
STANDARDS MATERIALS
August 2008.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 112-114. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 301-303 and
306.
Science and
The learners demonstrate Technology IV:
Motion in Two Dimensions an understanding of: The learners shall be able Physics Textbook.
NISMED. p. 298.
to:
5. examine effects and predict
1. Projectile Motion projectile motion, impulse S9FE-IVc-38
causes of collision-related
1.2.Impulse, Momentum and and momentum, and propose ways to enhance
damages/injuries;
Impulse conservation of linear sports related to projectile
1.3.Conservation of Linear momentum motion
Momentum
2. Work Power and Energy conservation of mechanical create a device that 6. explain energy EASE Science I.
energy shows conservation of transformation in various Module 8. p. 18.
2.1 Changes in form of mechanical mechanical energy activities/events (e.g., S9FE-IVc-39
BEAM 5. Unit 5.
energy waterfalls, archery,
11. Electric
2.2 Conservation of energy amusement rides); Circuits. DLP 35.

STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 170-171. *
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 116-119.
BEAM IV. Unit 5.

11 Force, Power,
2. Work Power and Energy Work and Energy.
conservation of mechanical create a device that August 2009.
2.1 Changes in form of mechanical energy shows conservation of
EASE Physics.
energy mechanical energy Module 11. pp.
2.2 Conservation of energy 18-22.
7. perform activities to OHSP Modules.

demonstrate conservation of S9FE-IVd-40 Module 11. pp.
mechanical energy; 18-22.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 179-181. *

STANDARDS MATERIALS
Science and
Technology I:
Integrated
Science Textbook.
NISMED. 2012.
pp. 119-121.
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 314-316.
2. Work Power and Energy conservation of mechanical create a device that EASE Physics.
energy shows conservation of Module 11.
2.1 Changes in form of mechanical mechanical energy Lesson 2.
energy
OHSP Modules.
2.2 Conservation of energy Module 11,
Lesson 2.
8. infer that the total Science and

mechanical energy remains Technology IV:
S9FE-IVe-41
the same during any Physics Textbook
process; for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
p. 177. *
Science and
Technology I:
Integrated
Science Textbook.
STANDARDS MATERIALS
NISMED. 2012.
pp. 121-122.
Science and
Technology IV:
Physics Textbook.
NISMED. 2012. p.
315.
3. Heat, Work, and Efficiency the relationship among analyze how power plants
heat, work, and efficiency generate and transmit Science and
electrical energy Technology IV:
9. construct a model to S9FE-IVe-42 Physics Textbook
demonstrate that heat can do for Fourth Year.
work; Rabago, Lilia M.,
Ph. D., et al.
2001. pp. 187-
188. *
Science and
Technology IV:
10. infer that heat transfer can Physics Textbook
be used to do work, and that for Fourth Year.
S9FE-IVf-43
work involves the release of Rabago, Lilia M.,
heat; Ph. D., et al.
2001. pp. 187-
188. *
OHSP. Module 11.
11. explain why machines are
S9FE-IVf-44
never 100-percent efficient; EASE Physics.
Module 11.

STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook
for Fourth Year.
12. explain how heat transfer Ragabo, Lilia M.,
and energy transformation Ph.D., et al. 2001.
S9FE-IVg-45 pp. 188-191. *
make heat engines like
geothermal plants work; and Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 325-327.
4. Electricity and magnetism BEAM IV. 9
4.1 Power generation and energy generation, transmission, Electrical Energy
losses and distribution of electrical Generation.
Electrical Energy.
4.2 Transmission and distribution of energy from power plants
electrical energy from power (hydroelectric, geothermal, Science and
plants to homes wind, nuclear) to home Technology IV:
Physics Textbook
for Fourth Year.
13. explain how electrical Rabago, Lilia M.,
S9FE-IVh-j- Ph.D., et al. 2001.
energy is generated,
46 pp. 342-343. *
transmitted, and distributed.
Science and
Technology I:
Integrated
Science. NISMED.
2012. pp. 131-
134.
Science and
Technology IV:
Physics Textbook.
STANDARDS MATERIALS
NISMED. 2012.
pp. 242-246.
NFE. Proper Use

of Electricity.
2001. pp. 4-6.

GRADE 10
STANDARDS MATERIALS

The learners demonstrate The learners shall be able The learners should be able OHSP Integrated
an understanding of: to: to Science. Quarter
1. Plate Tectonics 2. Module 5.
1. describe the distribution of
1.1 Distribution the relationship among the 1. demonstrate ways to
active volcanoes, earthquake
1.1.1 volcanoes locations of volcanoes, ensure disaster EASE Science I.
epicenters, and major
1.1.2 earthquake epicenters earthquake epicenters, and preparedness during Module 12.
mountain belts;
1.1.3 mountain ranges mountain ranges earthquakes, tsunamis,
1.2 Plate boundaries and volcanic eruptions Science and
1.3 Processes and landforms along Technology I:
plate boundaries 2. suggest ways by which Integrated Science
1.4 Internal structure of the Earth he/she can contribute Textbook.
S10ES Ia-
1.5 Mechanism (possible causes of to government efforts NISMED. 2012.
j-36.1
movement) in reducing damage due pp. 183-189.
1.6 Evidence of plate movement to earthquakes,
tsunamis, and volcanic Science and
eruptions Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 170-
178. *
2. describe the different types of OHSP Integrated
plate boundaries; S10ES Ia- Science. Quarter
j-36.2 2. Module 5.
Lesson 2.

STANDARDS MATERIALS
EASE Science I.
4.
1. Plate Tectonics Science and
1.1 Distribution the relationship among the 1. demonstrate ways to Technology I:
1.1.1 volcanoes locations of volcanoes, ensure disaster General Science
1.1.2 earthquake epicenters earthquake epicenters, and preparedness during Textbook for First
1.1.3 mountain ranges mountain ranges earthquakes, tsunamis, Year. Rabago,
1.2 Plate boundaries and volcanic eruptions Lillia M., Ph.D., et
al. 1997. p. 183. *
1.3 Processes and landforms along
plate boundaries 2. suggest ways by which Science and
1.4 Internal structure of the Earth he/she can contribute Technology I:
1.5 Mechanism (possible causes of to government efforts Integrated Science
movement) in reducing damage due Textbook.
1.6 Evidence of plate movement to earthquakes, NISMED. 2012.
tsunamis, and volcanic pp. 180-182.
eruptions
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 173-
174. *
3. explain the different OHSP Integrated

processes that occur along S10ES Ia- Science. Quarter
the plate boundaries; 2. Module 5.
j-36.3
Lesson 2.

STANDARDS MATERIALS
EASE Science I.
an understanding of: to: 4.
Sciecne and
1. Plate Tectonics the relationship among the 1. demonstrate ways to Technology I:
1.1 Distribution locations of volcanoes, ensure disaster Integrated Science
1.1.1 volcanoes earthquake epicenters, and preparedness during Textbook.
1.1.2 earthquake epicenters mountain ranges earthquakes, tsunamis, NISMED. 2012.
1.1.3 mountain ranges and volcanic eruptions pp. 180-182.
1.2 Plate boundaries EASE Science I.
Module 12. Lesson
1.3 Processes and landforms along 2. suggest ways by which
1.
plate boundaries he/she can contribute
1.4 Internal structure of the Earth to government efforts 4. describe the internal structure
BEAM 6. Unit 5. 10
1.5 Mechanism (possible causes of in reducing damage due of the Earth; The Structure of
movement) to earthquakes, Earths Interior.
1.6 Evidence of plate movement tsunamis, and volcanic 2008.
eruptions
S10ES Ia- MISOSA 6. Module
j-36.4 25.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M, Ed.D.
1998. pp. 157-
159.
Science and
Technology I:
Integrated Science
Textbook.
NISMED. 2012.
STANDARDS MATERIALS
S10ES Ia- pp. 175-176.

The learners demonstrate The learners shall be able 4. describe the internal j-36.4
an understanding of: to: structure of the Earth; Science and
Technology I:
General Science
1. Plate Tectonics the relationship among the 1. demonstrate ways to Textbook for First
1.1 Distribution locations of volcanoes, ensure disaster Year. Rabago, Lilia
1.1.1 volcanoes earthquake epicenters, and preparedness during M, Ph.D., et al.
1.1.2 earthquake epicenters mountain ranges earthquakes, tsunamis, 1997. pp. 180-
1.1.3 mountain ranges and volcanic eruptions 182. *
1.2 Plate boundaries
5. describe the possible causes S10ES Ia- EASE Science I.
of plate movement; and j-36.5 Module 12. Lesson
plate boundaries he/she can contribute 4.
1.4 Internal structure of the Earth to government efforts
1.5 Mechanism (possible causes of in reducing damage due OHSP Integrated
movement) to earthquakes, Science. Quarter
1.6 Evidence of plate movement tsunamis, and volcanic 2. Module 5.
eruptions Lesson 2.
MISOSA 6. Module
26.
Science and
Technology I:
Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998 pp. 170-174.
*
Science and
Technology I:
Integrated Science
Textbook.
STANDARDS MATERIALS
NISMED. 2012.
The learners demonstrate The learners shall be able pp. 181-182.
Science and
Technology I:
1. Plate Tectonics the relationship among the 1. demonstrate ways to General Science
1.1 Distribution locations of volcanoes, ensure disaster Textbook for First
1.1.1 volcanoes earthquake epicenters, and preparedness during Year. Rabago, Lilia
1.1.2 earthquake epicenters mountain ranges earthquakes, tsunamis, M, Ph.D., et al.
1.1.3 mountain ranges and volcanic eruptions 1997. pp.185-190.
1.2 Plate boundaries *
6. enumerate the lines of
plate boundaries he/she can contribute OHSP Integrated
evidence that support plate
1.4 Internal structure of the Earth to government efforts Science. Quarter
movement
1.5 Mechanism (possible causes of in reducing damage due 2. Module 5.
movement) to earthquakes, Lesson 1.
1.6 Evidence of plate movement tsunamis, and volcanic
eruptions Science and
S9ES Ia-j- Technology I:
36.6 Integrated Science
Textbook for First
Year. Villamil,
Aurora M., Ed.D.
1998. pp. 172-
174. *
Science and
Technology I:
General Science
Textbook for First
Year. Rabago, Lilia
M., Ph.D., et al.
1997. p. 188. *

STANDARDS MATERIALS
5. enumerate the lines of S9ES Ia-j-

The learners shall be able evidence that support 36.6
The learners demonstrate to: plate movement
an understanding of:
1. Plate Tectonics 1. demonstrate ways to
1.1 Distribution the relationship among the ensure disaster
1.1.1 volcanoes locations of volcanoes, preparedness during
1.1.2 earthquake epicenters earthquake epicenters, and earthquakes, tsunamis,
1.1.3 mountain ranges mountain ranges and volcanic eruptions
1.2 Plate boundaries
1.3 Processes and landforms along 2. suggest ways by
plate boundaries which he/she can
1.4 Internal structure of the Earth contribute to
1.5 Mechanism (possible causes of government
movement) efforts in reducing
1.6 Evidence of plate movement damage due to
earthquakes,
tsunamis, and
volcanic eruptions
Grade 10 Force, Motion and, Energy

The learners demonstrate The learners shall be able The learners should be able BEAM IV. Unit 6.
an understanding of: to: to 16 Radio
Communications. 1
Our World of
1. Electromagnetic Spectrum the different regions of the 1. compare the relative
Waves.
electromagnetic spectrum wavelengths of different Electromagnetic
forms of electromagnetic Waves and
waves; S10FE-IIa-b- Communication.
47 October 2008. pp.
25-39.
STANDARDS MATERIALS
EASE Physics.
Module 17. Lesson
1.
1. Electromagnetic Spectrum The learners demonstrate The learners shall be able Science and
an understanding of: to: Technology IV:
Physics Textbook
the different regions of the S10FE-IIa-b- for Fourth Year.
electromagnetic spectrum 47 Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 267-271. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 393-394.
2. cite examples of practical BEAM IV. Unit 6.

applications of the different 16 Radio
regions of EM waves, such Communications.
1 Our World of
as the use of radio waves in
Waves.
telecommunications; Electromagnetic
Wave and
Communication.
October 2008. pp.
25-39.
EASE Physics.
S10FE-IIc-d-
Module 17. Lesson
48 2.
Science and
Technology IV:
STANDARDS MATERIALS
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 271-284. *
1. Electromagnetic Spectrum The learners demonstrate The learners shall be Science and
an understanding of: able to: 2. cite examples of practical Technology IV:
applications of the different S10FE-IIc-d- Physics Textbook.
the different regions of the regions of EM waves, such 48 NISMED. 2012.
electromagnetic spectrum as the use of radio waves in pp. 394-405.
telecommunications;
EASE Physics.
Module 5.
3. explain the effects of EM Science and

S10FE-IIe-f- Technology IV:
radiation on living things and
49 Physics Textbook
the environment;
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 268-271. *
2. Light 4. predict the qualitative
the images formed by the characteristics (orientation, EASE Physics.
2.1 Reflection of Light in Mirrors different types of mirrors type, and magnification) of Module 3. Lessons
3 and 4.
2.2 Refraction of Light in Lenses and lenses images formed by plane
and curved mirrors and BEAM IV. Unit 2.
lenses; 2 Optical
Instruments.
Bouncing Light.
S10FE-IIg- August 2009.
50
Science and
STANDARDS MATERIALS
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 238-240. *
2. Light
the images formed by the 4. predict the qualitative Science and
2.1 Reflection of Light in Mirrors different types of mirrors characteristics (orientation, S10FE-IIg- Technology IV:
2.2 Refraction of Light in Lenses and lenses type, and magnification) of 50 Physics Textbook.
images formed by plane NISMED. 2012.
pp. 38-46.
and curved mirrors and
lenses;
BEAM IV. Unit 2.

2 Optical
Instruments.
Bouncing Light.
August 2009.
EASE Physics.
Module 4. Lesson
5. apply ray diagramming 2.
techniques in describing the S10FE-IIg-
characteristics and positions 51 Science and
of images formed by lenses; Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 246-248. *
Science and
Technology IV:
Physics Textbook.
STANDARDS MATERIALS
NISMED. 2012.
2. Light pp. 62-65.
the images formed by the
2.1 Reflection of Light in Mirrors different types of mirrors
2.2 Refraction of Light in Lenses and lenses
EASE Physics.
Module 4. Lesson
2.
Science and
Technology IV:
6. identify ways in which the Physics Textbook
properties of mirrors and for Fourth Year.
S10FE-IIh-
lenses determine their use in Rabago, Lilia M.,
52
optical instruments (e.g., Ph.D., et al. 2001.
cameras and binoculars); pp. 246-254. *
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 73-79.
3. Electricity and Magnetism 7. demonstrate the generation BEAM IV. Unit 4.
the relationship between of electricity by movement 9 Electrical Energy
3.1 Electromagnetic effects electricity and magnetism in of a magnet through a coil; Generation.
Electrical Energy
electric motors and and
UP. Student
generators Activity 4.
September 2008.
EASE Physics.
S10FE-IIi-53 Module 8. Activity
3.2.
Science and
STANDARDS MATERIALS
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 326-328. *
3. Electricity and Magnetism the relationship between
electricity and magnetism in 7. demonstrate the generation Science and
3.1 Electromagnetic effects electric motors and of electricity by movement S10FE-IIi-53 Technology IV:
generators of a magnet through a coil; Physics Textbook.
and NISMED. 2012.
pp. 197-199.
EASE Physics.
Module 8. pp. 18-
19.
NSTIC Science
Manual. Physics
Activity Sheets
413 M. pp. 39-42.
BEAM IV. Unit 4.

8. explain the operation of a 9 Electrical Energy
Generation.
simple electric motor and S10FE-IIj-54
Electrical Energy
generator.
UP. Student
Activities 10 and
11.
Science and
Technology IV:
Physics Textbook
for Fourth Year.
Rabago, Lilia M.,
Ph.D., et al. 2001.
pp. 328-332. *
STANDARDS MATERIALS
Science and
Technology IV:
Physics Textbook.
NISMED. 2012.
pp. 202-210.
The learners demonstrate The learners should be The learners should be able APEX Biology.
an understanding of: able to: to Unit 5. Lesson 5.
1. Coordinated Functions of the S10LT-IIIa-
MISOSA 5.
Reproductive, Endocrine, and 1. organisms as having 1. describe the parts of the 33
Module 1.
Nervous Systems feedback mechanisms, reproductive system and
which are coordinated their functions; MISOSA 5.
by the nervous and 2. explain the role of hormones Module 2.
endocrine systems involved in the female and
male reproductive systems; BEAM 5. Unit 1. 1
2. how these feedback The Human
Reproductive
mechanisms help the
System. DLP 1.
organism maintain
homeostasis to
reproduce and survive
EASE Biology.
Module 13.
Lessons 1 and 2.
BEAM 5. Unit 1. 1
The Human
S10LT-IIIb- Reproductive
34 System. Human
Reproductive
System. March

STANDARDS MATERIALS
2008. pp. 17-22.
Science for Daily

Use 5. Tan,
Conchita T. 2012.
pp. 2-5. *
1. Coordinated Functions of the The learners demonstrate The learners should be
Reproductive, Endocrine, and an understanding of: able to: Science and
Nervous Systems Technology II:
1. organisms as having Biology Textbook.
2. explain the role of hormones NISMED. 2012.
feedback mechanisms,
involved in the female and pp. 157-158.
which are coordinated
male reproductive systems;
by the nervous and Science and
endocrine systems Technology II:
Biology Textbook.
2. how these feedback NISMED. 2004.
mechanisms help the pp. 157-158.
S10LT-IIIb-
organism maintain
34 NFE. Ang
homeostasis to
Reprodutive
reproduce and survive System. 2001. pp.
7-10.
EASE Biology.
Module 13.
Lesson 1.
BEAM 5. Unit 1. 1
The Human
Reproductive
System. Human
Reproductive
System. March
2008. pp. 28-32.

STANDARDS MATERIALS
APEX Biology.
Unit 5. pp. 58-61.
EASE Biology.
Module 9. p. 29.
1. Coordinated Functions of the Science and

Reproductive, Endocrine, and The learners demonstrate Tehnology II:
Nervous Systems an understanding of: Biology Textbook.
NISMED. 2012.
2. explain the role of hormones pp. 158-159.
1. organisms as having
involved in the female and
feedback mechanisms,
male reproductive systems; Science and
which are coordinated Technology II:
by the nervous and S10LT-IIIb- Biology Textbook.
endocrine systems 34 NISMED. 2004.
pp. 158-159.
2. how these feedback
mechanisms help the NFE. Ang
Reproductive
organism maintain
System. 2001. pp.
homeostasis to 8 and 10.
reproduce and survive
3. describe the feedback S10LT-IIIc- APEX Biology.
mechanisms involved in 35 Unit 5. pp. 60-61.
regulating processes in the
BEAM 5. Unit 1. 1
female reproductive system
The Human
(e.g., menstrual cycle); Reproductive
System. DLP 4.
EASE Biology.
Module 13. pp. 7-
10.
Science for Daily

STANDARDS MATERIALS
S10LT-IIIc- Use 5. Tan,

35 Conchita. 2012.
pp. 15-17. *
NFE. Ang
3. describe the feedback Reproductive
The learners demonstrate mechanisms involved in System. 2001. pp.
1. Coordinated Functions of the an understanding of: regulating processes in the 11-12.
Reproductive, Endocrine, and female reproductive system
Nervous Systems 1. organisms as having (e.g., menstrual cycle);
feedback mechanisms, 4. describe how the nervous
which are coordinated system coordinates and
by the nervous and regulates these feedback
endocrine systems BEAM 6. Unit 1. 2
mechanisms to maintain
The Nervous
homeostasis; System. Module
2. how these feedback 1. September
mechanisms help the 2008.
organism maintain
homeostasis to Science and
reproduce and survive Technology II:
S10LT-IIIc- Biology Textbook.
36 NISMED. 2004.
pp. 114-117.
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
pp. 114-117.
NFE. The Nervous

System. 2001. pp.
3-6.

STANDARDS MATERIALS
2. Heredity: Inheritance and 1. the information stored in APEX. Unit 6. pp.

Variation DNA as being used to 88-89.
make proteins
EASE Biology.
2. how changes in a DNA Module 14. p. 24.
molecule may cause
changes in its product Sience and
5. explain how protein is made Technology II:
S10LT-IIId-
3. mutations that occur in using information from Biology Textbook.
37
sex cells as being DNA; NISMED. 2012.
heritable pp. 184-186.
Science and
Technology II:
Biology Textbook.
NISMED. 2004.
pp. 184-186.
APEX. Unit 6. p.
88.
EASE Biology.
Module 15. pp.
14-15.
6. explain how mutations may Science and

cause changes in the S10LT-IIIe- Technology II:
structure and function of a 38 Biology Textbook.
protein; NISMED. 2012. p.
195.
Science and
Technology II:
Biology Textbook.
NISMED. 2004. p.
195.

STANDARDS MATERIALS
write an essay on the APEX. Unit 7.

3. Biodiversity and Evolution how evolution through importance of Lesson 3.
natural selection can result adaptation as a
EASE Biology.
in biodiversity mechanism for the
Module 15.
survival of a species Lesson 2.
Science and
Technology II:
Biology Textbook.
NISMED. 2012.
7. explain how fossil records, pp. 210-218.
comparative anatomy, and S10LT-IIIf-
Science and
genetic information provide 39
Technology II:
evidence for evolution; Biology Textbook.
NISMED. 2004.
pp. 210-218.
Science and
Technology II:
Biology Teachers
Manual for
Second Year.
Rabago, Lilia M.,
Ph.D., et al. 1997.
pp. 140-144*.
APEX. Unit 7.
8. explain the occurrence of Lesson 2.
evolution;
EASE Biology.
S10LT-IIIg-
Module 15.
40
Science and
Technology II:
Biology Textbook.
STANDARDS MATERIALS
NISMED. 2012.
3. Biodiversity and Evolution how evolution through write an essay on the pp. 202-207.
natural selection can result importance of
Science and
in biodiversity adaptation as a 8. explain the occurrence of
Technology II:
mechanism for the evolution; Biology Textbook.
survival of a species S10LT-IIIg- NISMED. 2004.
40 pp. 202-207.
Science and
Technology II:
Biology Teachers
Manual for
Second Year.
Rabago, Lilia M.,
Ph.D., et al. 1997.
p. 145. *
4. Ecosystems Science and
4.1 Flow of Energy and Matter in 1. the influence of Technology II:
Ecosystems biodiversity on the Biology Textbook.
9. explain how species NISMED. 2012.
4.2 Biodiversity and Stability stability of ecosystems diversity increases the
S10LT-IIIh- pp. 220-224.
4.3 Population Growth and probability of adaptation
Carrying Capacity 2. an ecosystem as being 41
and survival of organisms in Science and
capable of supporting a changing environments; Technology II:
limited number of Biology Textbook.
organisms NISMED. 2004.
pp. 220-224.
APEX Biology.
10. explain the relationship Unit 5. Lesson 8.
between population S10LT-IIIi-
growth and carrying 42 BEAM I. 5 Living
capacity; and Things. Module 1.
September 2006.

STANDARDS MATERIALS
EASE 1. Module
13. Lesson 4.
Science and
4. Ecosystems 1. the influence of
Technology I:
4.1 Flow of Energy and Matter in biodiversity on the General Science
Ecosystems stability of ecosystems 11. suggest ways to minimize S10LT-IIIj- Textbook for First
4.2 Biodiversity and Stability human impact on the 43 Year. Rabago,
4.3 Population Growth and 2. an ecosystem as being environment. Lilia M., Ph.D., et
Carrying Capacity capable of supporting a al. 1997. p. 271. *
limited number of
organisms
Grade 10 Matter
1. Gas Laws The learners demonstrate The learners shall be able The learners should be able APEX Chemistry.
an understanding of to: to Unit 2. Chapeter
3. Lessons 5, 6
and 8.
1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship
1.2 Volume, pressure, and on the motion and relative between: EASE Science II.
temperature relationship distances between gas 1.1 volume and pressure at Module 9.
1.3 Ideal gas law particles constant temperature of
a gas; Chemistry III
1.2 volume and temperature Textbook. Mapa,
at constant pressure of a S10MT-IVa- Amelia P., Ph.D.,
et al. 2001. pp.
gas; b-21
244-253. *
1.3 explains these
relationships using the Science and
kinetic molecular theory; Technology III:
Chemistry
Textbook.
STANDARDS MATERIALS
NISMED. 1997.
1. Gas Laws The learners demonstrate The learners shall be able The learners should be able pp. 68-81.
an understanding of to: to
NFE. Gases:
Molecules in
1.1 Kinetic Molecular Theory how gases behave based 1. investigate the relationship Motion. 2001. pp.
1.2 Volume, pressure, and on the motion and relative between: 12-29.
temperature relationship distances between gas 1.1 volume and pressure at
1.3 Ideal gas law particles constant temperature of S10MT-IVa-
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 EASE Biology.
biomolecules, which are 2. recognize the major Module 6. Lesson
2.1 Elements present in biomolecules made up mostly of a limited categories of biomolecules 1.
2.2 Carbohydrates, lipids, proteins, number of elements, such such as carbohydrates,
and nucleic acids as carbon, hydrogen, lipids, proteins, and nucleic Science and
2.2.1 Food Labels oxygen, and nitrogen acids; Technology III:
Chemistry
Textbook.
S10MT-IVc- NISMED. 1997.
d-22 pp. 363-391.
Chemistry III
Textbook. Mapa,
Amelia P., Ph.D.,
et al. 2001. pp.
373-385. *
STANDARDS MATERIALS
Science and
2. Biomolecules the structure of 2. recognize the major Technology III:
biomolecules, which are categories of biomolecules Chemistry
2.1 Elements present in biomolecules made up mostly of a limited such as carbohydrates, Textbook for Third
2.2 Carbohydrates, lipids, proteins, number of elements, such lipids, proteins, and nucleic S10MT-IVc- Year. Mapa,
and nucleic acids as carbon, hydrogen, acids; d-22 Amelia P., Ph.D.,
2.2.1 Food Labels oxygen, and nitrogen et al. 1999. pp.
378-392. *
3. Chemical reactions the chemical reactions using any form of media, 3. apply the principles of OHSP. Chemistry
associated with biological present chemical conservation of mass to Module 13.
and industrial processes reactions involved in chemical reactions; and Lesson 1.
affecting life and the biological and industrial
EASE Science II.
environment processes affecting life Module 13.
and the environment Lesson 1.
Chemistry III
Textbook. Mapa,
S10MT-IVe- Amelia P., Ph.D.,
et al. 2001. pp.
g-23
142-144. *
Science and
Technology III:
Chemistry
Textbook.
NISMED. 1997.
pp. 94-95.
Science and
Technology III:
Chemistry
STANDARDS MATERIALS
Textbook.
3. Chemical reactions the chemical reactions using any form of media, 3. apply the principles of NISMED. 2012.
associated with biological present chemical conservation of mass to pp. 78-81.
and industrial processes reactions involved in chemical reactions; and
Science and
affecting life and the biological and industrial Technology III:
environment processes affecting life S10MT-IVe- Chemistry
and the environment g-23 Textbook for
Third Year. Mapa,
Amelia P., Ph.D.,
et al. 1999. pp.
147-149. *
4. explain how the factors OHSP. Chemistry
affecting rates of chemical Module 17. Lesson
reactions are applied in 1.
food preservation and
EASE Science II.
materials production, Module 17. Lesson
control of fire, pollution, 1.
and corrosion.
Chemistry III
S10MT-IVh- Textbook. Mapa,
j-24 Amelia P., Ph.D.,
et al. 2001. pp.
202-210. *
Science and
Technology III:
Chemistry
Textbook.
NISMED. 1997.
pp. 187-199.

GLOSSARY
Climate change A significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years.
Earth The third planet from the Sun; the densest and the fifth-largest of the eight planets in the Solar System.
Earthquake The result of a sudden release of energy in the Earths crust that creates seismic waves.
A community of living organisms (plants, animals and microbes) in conjunction with the non-living components (air, water and mineral
Ecosystem
soil), interacting as a system.
Electricity In physics, it is one of the basic quantitative properties describing a physical system or an objects state
Energy The set of physical phenomena associated with the presence and flow of electric charge.
Environment Surroundings.
Force The exertion of physical strength.

The force which opposes the movement of one surface sliding or rolling over another with which it is in contact; the act of rubbing the
Friction
surface of the body.
One of the four fundamental states of matter (the others being solid, liquid and plasma); its particles are widely separated from one
Gas
another.
Gravity A natural phenomenon by which all physical bodies attract each other.
Heat The condition of being hot; the energy of a material body associated with the random motions of a constituent particles.
Light An electromagnetic radiation that is visible to the human eye.

One of the four fundamental states of matter (the others being solid, gas and plasma); the only state with definite volume but no fixed
Liquid
shape.
Living Things Anything that has life; all objects that have self-sustaining processes.
Magnetism A group of physical phenomenon associated with the interaction of a magnetic field with matter.
Matter Anything that has space and mass.
Motion A push or a pull; any movement or change in position.
Natural event An event pertaining to, existing in or produced by nature.

Comprises the Sun and its planetary system of eight planets, as well as a number of dwarf planets, satellites, and other objects that orbit
Solar system
the Sun.

GLOSSARY
Characterized by structural rigidity and resistance to changes of shape or volume; one of the four fundamental states of matter.
Solid
Sound The sensation experienced when the brain interprets vibration within the structure of the ear caused by rapid variations of air pressure.
Space The distance between two points or objects.
Volcanic eruption A phenomenon in which material from the depths of the earth explodes to the surface in the form of lava, or clouds of gas and ashes.
Weather The state of the atmosphere, to the degree that it is hot or cold, wet or dry, calm or stormy, clear or cloudy.

CODE BOOK LEGEND
Sample: S8ES-IId-19
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and

Living things and their Environment LT
Strand/ Subject or Science
Specialization
First Entry S8
Force, Motion and Energy FE
Grade Level Grade 8
Earth and Space ES

Domain/Content/
Uppercase Letter/s
Component/ Topic
Earth and Space ES
Matter MT
-
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week Four d
specific week
-
Infer why the Philippines
Arabic Number Competency
is prone to typhoons
19

REFERENCES
Hongkong Curriculum Framework. Accessed May 11, 2007. http://cd1.edb.hkedcity.net/cd/EN/Content_2908/e00/summary.pdf
American Association for the Advancement of Science (AAAS). Designs for Science Literacy: Project 2061. New York: Oxford University Press, 2000.
Australian Curriculum, Assessment and Reporting Authority. ACARAs Response to the Consultation Feedback on the K-10 Australian Curriculum. Australia: ACARA, 2010.
Department of Education, 2002 Basic Education Curriculum : Handbook in Science and Health (Elementary Level ), (Pasig City : Department of Education, 2002)
Department of Education, 2002 Basic Education Curriculum, Department of Education, (Pasig City: Department of Education, 2002).
Department of Education, Curricular Reforms on Education, (Pasig City: Department of Education, 2012)
Department of Education, New Elementary School Curriculum (NESC): Program for Decentralized Education Development, (Manila: Department of Education, 1982).
Ministry of Education and Training. The Ontario Curriculum Grades 1-8: Science and Technology. Accessed August 7, 2009.
http://www.edu.gov.on.ca/eng/curriculum/elementary/sciencetec18.pdf
Ministry of Education, Wellington. The New Zealand Curriculum Framework. Accessed May 25, 2007. http://www.tki.org.nz/r/governance/nzcf/NZcurriculum_e.php
Mullis, I.V., M.O. Martin, D.F. Robitaille, & P. Foy. Trends in International Mathematics and Science. (Chestnut Hill : TIMMS Publication, 2009).
Science Education Institute-Department of Science and Technology (SEI-DOST) and University of the Philippines National Institute for Science and Mathematics Education
Development (UPNISMED). Framework for Philippine Science Teacher Education. Manila: SEI-DOST & UPNISMED, 2011.
SciMathMN. Minnesota K-12 Framework for Science. Accessed June 16, 2009. http://ww.scimathmn.org/frameworks_science.htm
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Lower Secondary, Normal (Technical) . Singapore: Ministry of Education,
2008.
Singapore. Ministry of Education-Curriculum Planning and Development Division. Science Syllabus: Primary. Singapore: Ministry of Education, 2008.
The Curriculum Development Council. Hongkong Science Education Curriculum Guide. Hongkong: The Curriculum Development Council, 2002.
National Institute for Science and Mathematics Education University of the Philippines and Department of Education. Proposed Science Curriculum Framework for Basic
Education. December 2008.
Western Australian Curriculum Council. The Western Australian Curriculum Framework 1998. Accessed May 20, 2007.
http://www.curriculum.wa.edu.au/files/pdf/science.pdf

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Republic of the Philippines

K to 12 Science Curriculum Guide May 2016 Page 2of 211

The Conceptual Framework of Science Education

K to 12 Science Curriculum Guide May 2016 Page 3of 211

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

At the end of Grade 10, the learners should

K to 12 Science Curriculum Guide May 2016 Page 4of 211

GRADE/LEVEL Grade-Level Standards

K to 12 Science Curriculum Guide May 2016 Page 6of 211

GRADE/LEVEL Grade-Level Standards

K to 12 Science Curriculum Guide May 2016 Page 7of 211

GRADE/LEVEL Grade-Level Standards

SEQUENCE OF DOMAIN/STRANDS PER QUARTER

K to 12 Science Curriculum Guide May 2016 Page 8of 211

Grade 3 Grade 4 Grade 5 Grade 6

CHANGES THAT MATTER UNDERGO

Learners learn that some changes

K to 12 Science Curriculum Guide May 2016 Page 9of 211

K to 12 Science Curriculum Guide May 2016 Page 10of 211

LIVING THINGS AND THEIR ENVIRONMENT

Grade 3 Grade 4 Grade 5 Grade 6

K to 12 Science Curriculum Guide May 2016 Page 11of 211

Grade 7 Grade 8 Grade 9 Grade 10

PARTS AND FUNCTION: ANIMAL AND PLANTS

They also learn that dissolved wastes

FORCE, MOTION AND ENERGY

Grade 3 Grade 4 Grade 5 Grade 6

K to 12 Science Curriculum Guide May 2016 Page 13of 211

K to 12 Science Curriculum Guide May 2016 Page 14of 211

Grade 3 Grade 4 Grade 5 Grade 6

K to 12 Science Curriculum Guide May 2016 Page 15of 211

Grade 7 Grade 8 Grade 9 Grade 10

K to 12 Science Curriculum Guide May 2016 Page 16of 211

et al. 1998. pp.

1. Properties 2. classify objects and materials Science and

ways of sorting materials and group common objects Exploring Science

Science for Daily

K to 12 Science Curriculum Guide May 2016 Page 21of 211

4. describe changes in materials BEAM 5. Unit 4. 8

2. enumerate healthful habits to S3LT-IIa- BEAM 3. Unit 1.

K to 12 Science Curriculum Guide May 2016 Page 25of 211

1.Living Things Domanais, Lucia

S3LT-IIa- Science and

Into the Future:

2.Living Things Health 1.

Into the Future:

Into the Future:

2.Living Things parts and functions of animals Health 2

K to 12 Science Curriculum Guide May 2016 Page 31of 211

Into the Future:

S3LT-IIc- Science for

Into the Future:

6. state the importance of animals

Science for Daily

et al. 1997. pp.

Into the Future:

Into the Future:

Science for Daily

characteristics of living and illustrates the difference

K to 12 Science Curriculum Guide May 2016 Page 40of 211

4. Heredity: Inheritance reproduction among humans, given a photo of offspring

K to 12 Science Curriculum Guide May 2016 Page 41of 211

16. recognize that there is a need