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Scope and Sequence Chart

Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Unit 1 The Investigatory Process and Matter

Chapter 1 • Scientific facts • What is an • Identify the Corresponding Some fruits show
The Investigatory and technological investigatory components K to 12 Curriculum discoloration on
Process and Matter breakthroughs process? or steps of an Learning their surfaces
• Components of are products of • How can the investigation Competencies brought about by the
the Investigatory comprehensive and investigatory • Describe a fair test The learner. . . enzymatic reaction
Process even exhaustive process be • Recognize the • describes what is of iron-containing
• Experiencing the research or applied in real-life design of an meant by fair test. phenols with oxygen
Investigatory investigatory situations? investigation that • recognizes that in the air. However,
Process process. Even • What is a fair test? shows fair testing the design of this discoloration
the most crucial • How can the design • Conduct simple an investigation can also be delayed
problems in the of an investigation investigations should show fair through oxidation.
society such as on be developed to involving processes testing. Pretend you are part
health, agriculture, show fair test? that use materials of a team that is
and environment • How are available in the testing the amount
were given effective hypotheses, local community of discoloration of
solutions through conclusions, and • Select an certain fruits when
similar processes recommendations interesting research exposed to air. You
and methods. made? problem for study can give your team
the name Fiery
Tomato team, Cute
Calamansi team, or
Sweet as Lemon
team.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Among other • Why is it necessary • Apply the • identifies the Your team will test
factors, the to make an investigatory components of the following fruits:
success of an experimental process to provide an investigation: tomato, calamansi,
investigatory design? a solution to the research problem, lemon, pineapple,
process depends • How are data research problem hypothesis, orange, green grape,
on the experimental collected, method for and pomelo. Use
design made. classified, testing hypothesis apples, pears, or
interpreted, and (identifying bananas as your
organized? independent/ experimental units.
dependent Make sure your team
variables), and follows all the steps
conclusions based of the investigatory
on evidence. process as you carry
• conducts simple out your experiment.
investigations When you are
using processes done with your
involving mixtures experimentation,
common to the submit both written
locality. and oral reports on
• chooses an your investigatory
interesting topic for project.
investigation.
- formulates
a research
problem.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
- formulates a In your reports, make
hypothesis. sure you include
- designs a a description of
procedure to test your experience in
the hypothesis. carrying out all the
- collects, components of the
organizes, and investigatory process.
interprets data.
- makes
conclusions
based on the
data, accounting
and rejecting the
hypothesis.
- writes a brief
summary of the
report.
- shares and
presents the
results of the
investigations
with other
classmates or
schoolmates.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Content Standards
The learner
demonstrates
understanding of . . .
• scientific way
of acquiring
knowledge and
solving problems.
Performance
Standards
The learner . . .
• conducts simple
investigations
using the inquiry
approach.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
Chapter 2 • Materials in our • Why do we need to • State that matter Corresponding Pretend that you are
Diversity of Materials environment have classify matter? can be classified K to 12 Curriculum a product designer
in the Environment varied physical and • How do substances into substances Learning for a company
• Classification of chemical attributes. and mixtures and mixtures Competencies that manufactures
Matter They undergo differ? • Explain that a The learner . . . toys. You have
• Elements some observable • How do elements substance has • recognizes that been assigned to
changes, both differ from unique properties a substance has supervise the work
physical and compounds? that distinguish it a unique set of team that will execute
chemical, under • What makes from a mixture properties. your design for the
certain conditions. homogeneous • Investigate the • investigates the company’s latest
They also react or mixtures properties of properties of product offerings.
behave differently different from mixtures mixtures of varying However, before
when mixed heterogeneous • Classify substances concentrations. you can work with
with acids or mixtures? into elements and • recognizes that the team, you
exposed to varying • What makes compounds substances are have to prepare a
temperatures. solutions appear • Point out that classified into short writeup on
uniform to the compounds consist elements and the materials the
naked eye? of specific elements compounds. group will need to
• How do substances • Identify whether an • recognizes that execute your design.
react or behave element is a metal compounds Include the following
when mixed with or a nonmetal consist of specific information in your
acids? elements. writeup:
1. Kind of material/s
needed
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• Why do elements • Differentiate metals • gathers information 2. Availability of the
change when from nonmetals about common material/s in your
exposed to varying • State the names elements such as community
temperatures? and symbols of names, symbols, 3. Estimated cost of
• How do metals, common elements and whether it is a the material/s
nonmetals, and from a periodic metal or nonmetal 4. Physical properties
metalloids differ? table from a periodic of the material/s
• Describe the table. 5. Basic procedure,
different properties • demonstrates the if any, to follow in
of metals and different properties using the material/s
nonmetals such as of metals and 6. Advantages and
luster, malleability, nonmetals such as disadvantages, if
ductility, and luster, malleability, any, of using the
conductivity ductility, and material/s over
• Choose appropriate conductivity. other materials
materials • recognizes Present your writeup
available in your the elements in class. Be ready
communities for considered as to listen to your
use for certain metals and those classmates’ and
purposes that are nonmetals. teacher’s reactions to
it and their possible
Content Standards
suggestions on
The learner
improving your
demonstrates
analysis of your
understanding of . . .
chosen material/s in
your writeup.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• the properties of
substances which
distinguish them
from mixtures.
• classifying
substances as
elements or
compounds and
distinguishing
between metals
and nonmetals.
Performance
Standards
The learner . . .
• chooses
appropriate
materials available
in the community
for specific
purposes.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Chapter 3 • Solutions, acids, • How does solute • Differentiate Corresponding Pretend that you are
Solutions, Acids, and bases play vital differ from solvent? unsaturated, K to 12 Curriculum the leader of a group
and Bases roles in our day- • When can a saturated, and Learning that has been asked
• Parts of a Solution to-day activities. substance be supersaturated Competencies to prepare a cost-
• Types of Solutions The food you eat, considered soluble solutions The learner . . . effective product that
• Solubility the liquids you or miscible? • Determine the • investigates the would utilize solutions
• Concentrations of drink, the products • How do the concentration of different types of and could be made
Solutions you use to clean nature of solute acids and bases solutions. in most households.
• Acids and Bases your body, and and solvent, through simple - unsaturated Each group will have
the medicine you temperature, and investigation - saturated to do the following:
take, all involve pressure affect • Explain the - supersaturated 1. Identify the kind of
solutions, acids, the solubility of difference between • explains the material/s needed
and bases. substances? percent by weight difference between 2. Determine the
• What makes and percent by percentage by availability of the
a solution volume of solutions weight and by material/s in your
concentrated? • Identify and explain volume solutions. community
diluted? the factors affecting • identifies and 3. Prepare an estimate
• How are solubility explains the factors on the cost of the
concentrations of • Distinguish affecting solubility. material/s
solutions calculated common acids • recognizes 4. Identify the
and expressed? from bases common acids and physical properties
• What makes acids • State the concept bases. of the material/s
different from of pH • recognizes the
bases? concept of pH.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• What is the • Investigate the • investigates 5. Enumerate the
significance of properties of acids properties of acids steps in the basic
determining and bases using and bases using procedure, if any,
and maintaining natural indicators natural indicators to follow in using
the pH value of • Investigate the such as eggplant the material/s
substances? action of acids and skin, mayana leaves 6. Cite the advantages
bases on metals or violet-colored and disadvantages,
and other materials camote leaves. if any, of using the
• Investigate • investigates action material/s over
neutralization of of acids on metals other materials
acids and bases and building Your group will
• Prepare different materials. present your group
concentrations • investigates output in class. Be
of solutions action of bases on ready to listen to
with practical materials. your classmates’ and
uses, correct • practices safe teacher’s reactions to
composition and handling of acids your output and their
proportion, and and bases. possible suggestions
using materials • investigates on improving your
that are locally and neutralization of product.
readily available acid and bases.
Content Standards
The learner
demonstrates
understanding of . . .
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• solutions such as With your group
acids and bases mates in the activity
and ways of above, visit your
describing their local supermarket or
concentration. grocery. Study the
labels of certain food
Performance
products that your
Standards
teacher will assign to
The learner . . .
your group. Be guided
• prepares different
by the following
concentrations
questions in studying
of mixtures
the labels:
considering the
1. What are the
following:
ingredients of the
- has practical
product?
uses
2. Which among
- prepared within
these are acids?
the best possible
Which are bases?
period of time
3. What other
- easily available
information is
materials
indicated on the
- with right
label?
composition and
proportion of
components.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• interprets properly Record the cost of
product labels of each product you
common acids and examined. Then fill
bases for safety in the table with the
and cost benefits. information you have
• practices safe ways gathered. Be ready
of handling acids to report on your
and bases by using group’s output in
protective clothing class. Make sure that
and safety gears. your report includes
information on
whether each product
you examined is
worth its cost.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Unit 2 Living Things and Their Environment
Chapter 4 • Biological • How does • Explain the Corresponding Pretend you are a
Levels of Organization organization refers biological importance K to 12 Curriculum nutritionist being
of Living Things to the system of organization of biological Learning interviewed by
• The Biological classification of arrange the organizations Competencies elementary students
Organization the levels of living different levels of • Enumerate the The learner . . . for their research
• The Cell things arranged in life? different levels • differentiates organ project. Share
• The Human Organ hierarchical order. • How are the levels of biological systems, organs, your knowledge of
Systems • Each level of biological organization tissues, cells from nutritional value of
• Microorganisms of biological organization • Differentiate cells, each other. food. Discuss with
organization has different from each tissues, organs, • identifies parts of your interviewers how
specific description other? and organ systems the microscope and nutrients promote
and function. • How are the levels • Identify parts of their functions. proper functioning of
Every level is of biological the compound light • differentiates specific human organ
interdependent with organization, microscope plant and animal systems.
other levels. despite being • Explain the cells according
different, functions of to presence or
interdependent with the parts of the absence of certain
one another? compound light organelles.
microscope
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• The cell is the basic • Why is the viewing • Differentiate • describes the Explain information
structural and of microscopic plant and animal structures of about the right
functional unit of all organisms with cells according microorganisms amounts of servings
organisms. a microscope to the presence using a from each food
• The microscope important? or absence of microscope. group appropriate for
is an important • Why is being certain parts and • identifies beneficial elementary school
magnification familiar with organelles and harmful pupils.
tool for viewing beneficial • Describe the microorganisms.
microscopic and harmful structures of • explains why the
organisms. microorganisms microorganisms cell is considered
• The plant and important? • Identify beneficial the basic structural
animal cell • How can the and harmful and functional unit
structures can be knowledge of cells microorganisms of all organisms.
identified with the promote proper • Explain why the Content Standards
aid of the light nutrition and cell is the basic The learner
microscope. healthful habits and structural and demonstrates
• Humans have maintain proper functional unit of all understanding . . .
organ systems that functioning of the organisms • of the different
work together to different organ levels of
carry out essential systems? organization.
processes of the
body.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• One should engage • How can the • that aside from
in activities that knowledge of the plants and animals,
promote proper different levels there are other
nutrition and of biological much smaller
healthful habits to organization organisms that
maintain proper promote activities can only be seen
functioning of the that protect, through the
organ systems. conserve, and microscope and
• Microorganisms preserve the many of which
can be categorized ecosystem in a consist of only one
as beneficial and locality? cell.
harmful. Performance
Standards
The learner . . .
• employs
appropriate
techniques using
standard tools
or equipment to
gather data about
very small objects.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• recognizes that
many organisms,
including humans,
have organ
systems that
work together to
carry out essential
processes of the
body.
• engages in
activities that
promote proper
nutrition and
healthful habits to
maintain proper
functioning of the
organ systems.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Chapter 5 • Reproduction • Why is • Compare and Corresponding Pretend that you are a
Reproduction: is the biological reproduction contrast sexual K to 12 Curriculum biologist who had been
Biological Mechanism mechanism by a biological reproduction Learning invited to speak to a
of Heredity which hereditary mechanism of and asexual Competencies grade 7 class about
• Cellular traits are heredity? reproduction The learner . . . the reproduction
Reproduction transmitted from • How is asexual • Enumerate and • compares asexual of organisms.
• Sexual generation to reproduction describe the and sexual Make a PowerPoint
Reproduction in generation. different different types reproduction. presentation to
Plants • Cells can reproduce from sexual or methods of • describes the accompany your
• Asexual either by mitosis or reproduction? sexual and asexual process of talk. During your
Reproduction in meiosis. • What are the reproduction fertilization. talk, make sure to
Plants • Reproduction can means by which • Classify organisms • differentiates present examples of
• Sexual be sexual and organisms as to how offspring resulting organisms that are
Reproduction in asexual. reproduce they multiply from asexual reproduced through
Animals asexually? or reproduce, reproduction with each method.
• Reproduction in whether sexually or that from sexual
Humans asexually reproduction in
• Asexual terms of similarities
Reproduction in to parents.
Animals
• Comparison of
Sexual and Asexual
Reproduction
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• Sexual • What are the • Determine the Content Standards
reproduction is the means by which methods of asexual The learner
process by which organisms reproduction demonstrates
the offspring are reproduce appropriate for understanding . . .
biologically similar sexually? use in propagating • that reproduction
but not identical to • How are the economically can be asexual or
the parents. types of asexual important plants sexual.
• Sexually reproduction • Explain the process
Performance
reproducing applied in the of fertilization
Standards
organisms produce propagation of • Differentiate
The learner . . .
sex cells or economically offspring resulting
• recognizes which
gametes. important plants? from sexual
organisms multiply
• Fertilization is the • How are sexually reproduction from
on their own
union of the egg reproduced those resulting
through asexual
cell of the female offspring different from asexual
and sexual means.
organism and the from asexually reproduction in
• decides on which
sperm cell of male reproduced terms of similarities
means of asexual
organism. offspring? to their parents
reproduction is
• Asexual
appropriate to use
reproduction does
in propagating
not involve sex
economically
cells. Organisms
important plants.
asexually produce
offspring that are
identical to them.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Chapter 6 • An ecosystem • What are the two • Identify which of Corresponding Pretend that the
Interactions is composed of components of the things found K to 12 Curriculum President of the
in an Ecosystem abiotic and biotic an ecosystem and in the environment Learning Philippines has
• Basic Components components. how do they differ? are biotic and Competencies designated you to
of an Ecosystem • Organisms interact • How do the two abiotic The learner . . . head the country’s
• Major Types of with each other components of an • Describe • identifies which of Department of
Ecosystems and with their ecosystem affect the different the things found in Environment and
• Ecological environment to one another? relationships found the environment are Natural Resources
Relationships in an survive. • How are the in an ecosystem biotic and abiotic. (DENR). Brainstorm
Ecosystem • Different ecological interactions among • Describe how • describes the with your assistants
• The Biotic relationships can organisms and with energy is different ecological on how you can
Community be found in an the environment transformed relationships found come up with an
• Energy Transfer in ecosystem. considered as through the feeding in an ecosystem. effective campaign
an Ecosystem • Energy is coping mechanism relationships • describes focused on promoting
• Population: A transformed for survival? • Predict the effects how energy is conservation and
Changing Entity through feeding • How can the of changes in one transformed preservation of the
• Ecological Balance relationships in an different ecological population on other through feeding Philippines’ natural
in Nature ecosystem. relationships populations in the relationships. resources.
• Biogeochemical • The effect of contribute to the ecosystem • predicts the effect
Cycles of Matter changes in abiotic balance of nature? • Predict the effect of of changes in one
factors can be • How is energy changes in abiotic population on other
predicted. transformed factors on the populations in the
through feeding ecosystem ecosystem.
relationships? • predicts the effect
of changes in
abiotic factors on
the ecosystem.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• The effects of • How do changes • Explain the • explains the As you brainstorm,
changes in one in one population importance of the importance of make sure to tackle
population on other affect other collective actions individual and each important
populations can be populations and on protecting collective actions natural resource
predicted. how can these be and preserving on protecting of the country and
• Natural and predicted? ecosystems and preserving provide at least one
human-made • How can changes ecosystems. major conservation
environmental in abiotic factors be Content Standards
and one preservation
disturbances predicted? The learner
method that you
disrupt the balance • How can people’s demonstrates
would like Filipinos to
of nature. actions be able understanding. . .
actively implement or
• Individual and to protect and • that organisms
practice.
collective actions conserve the interact with each
From your list, choose
play an important environment? other and with their
one environmental
role in protecting environment to
problem that
and conserving the survive.
you believe the
environment. government should
Performance actively address.
Standards Prepare an action
The learner . . . plan on addressing
• initiates and/ the problem, making
or participates sure to focus on the
in activities advocacy to protect
that protect our resources’
and preserve biodiversity.
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ecosystems in the
locality.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Unit 3 Motion, Wave, and Energy
Chapter 7 • All things whether • How do scientists • Describe the Corresponding Pretend that you are a
Constant living or nonliving, describe motion? motion of an object K to 12 Curriculum teacher of automotive
and Accelerated have the capacity • When is motion in terms of distance Learning mechanics for the
Motion or the tendency observed? and displacement, Competencies seventh-grade classes
• Natural and Violent to move either by • How is motion of a speed and velocity, The learner . . . of your school.
Motions itself or when a body described? and acceleration • describes the Your lesson for the
• Rectilinear Motion certain amount of • How is the speed • Differentiate motion of an next week is on the
• Distance and force or energy of a body in motion quantities in terms object in terms of different parts of a
Displacement is applied on it. determined? of magnitude and distance, speed car that are involved
• Speed When an object’s • How does a body direction using or velocity, and when the car is in
• Velocity motion, or the in uniform speed the concepts of acceleration. motion. Research
force or energy move? distance versus • differentiates on these parts and
being applied • How do you displacement, quantities (in terms prepare a chart
to it is highly describe the motion and speed versus of magnitude and showing them. Use a
increased, it may of a body with velocity direction) using whole sheet of manila
oftentimes result varying speeds? • Interpret visual the concepts of paper for the chart.
to unfavorable • When is representation distance versus Then prepare a simple
outcomes. accelerated motion of the motion of displacement lesson plan that you
observed? objects such as and speed versus can use to teach the
tape charts and velocity. different car parts to
motion graphs your class.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• How can one's • Solve problems • creates and Be ready to show the
understanding of involving constant interprets visual plan and your chart to
motion help in and uniformly representation your classmates.
improving road accelerated of the motion of
safety measures? motions in one objects such as
dimension using tape charts, motion
scalar quantities graphs.
• Cite technologies • solves problems
that make use of involving constant
motion detectors and uniformly
and explain their accelerated motion
application in one dimension
using scalar
quantities.
• enumerates some
technologies that
make use of motion
detectors and
explains/describes
their applications.
• innovates/enhances
a simple toy car
to meet some
standards through
fair testing.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• discusses various
measures to
improve road safety
from the point of
view of the physics
involved.
Content Standards
The learner
demonstrates
understanding of . . .
• constant and
uniformly
accelerated motion
in one dimension.
Performance
Standards
The learner . . .
• advocates road
safety.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
Chapter 8 • Energy produces • How are waves • Infer that light and Corresponding Assume that you are
Waves different forms generated? sound travel as K to 12 Curriculum a seismologist invited
• The Nature of of waves that • How are the kinds waves Learning to educate people
Waves are either visible of waves different • Explain how waves Competencies living in coastal
• Classifications of or invisible. One from one another? carry energy The learner . . . areas on tsunami.
Waves example is radio How are they from one place to • infers that energy, You start your talk
• Characteristics of waves. They are similar? another like light and with an introduction
Waves indispensable • What is the • Explain the basic sound, travel in the on waves. Make a
part of our lives. difference between classifications of form of waves. concept map of the
Cellular phones, wave pulse and waves • explains how nature, kinds, and
AM/FM radio sets, wave train? • Distinguish waves carry energy characteristics of
television sets, • How do mechanical longitudinal and from one place to waves and present
and radar systems waves differ from transverse waves another. this to your audience.
in airports cannot electromagnetic • Differentiate • distinguishes To complete your
function without waves? mechanical from between transverse presentation, show
radio waves. • What makes electromagnetic and longitudinal the emergency
transverse waves waves waves and measures to
different from • State the mechanical and undertake in cases of
longitudinal waves? characteristics of electromagnetic tsunami alert.
• What is the waves waves.
difference between
rarefaction and
compression?
• What is frequency?
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• creates a model
to demonstrate
the relationship
among frequency,
amplitude,
wavelength, and
wave velocity.
Content Standards
The learner
demonstrates
understanding of . . .
• waves as carriers
of energy.
Chapter 9 • Sound, light, heat, • How is sound • Describe different Corresponding Suppose you
Energy and electricity are produced and forms of energy K to 12 Curriculum are an illustrator
• Sound Energy important forms of transmitted? • Distinguish the Learning of a company
• Light Energy energy. They can • How can you characteristics of Competencies that publishes
• Heat Energy be beneficial but distinguish the sound, such as The learner . . . textbooks and
• Electrical Energy in some instances, source of sound? loudness, pitch, • uses the concepts other instructional
can be harmful • How is sound and quality of wavelength, materials. The editor
to both living and perceived by • Explain how sound velocity, and in chief has assigned
nonliving things. humans? is produced in the amplitude you to prepare a
• How is music human voice box to describe visual representation
differentiated from characteristics of of the law of charges.
noise? sound such as
pitch, loudness,
and quality.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• What is the nature • Describe how the • demonstrates Your work will be
of light? loudness, pitch, changes in pitch used on the cover of
• How is light and quality of and loudness using the company’s latest
transmitted? sounds vary real or improvised science series for
• What are the • Describe how musical instrument junior high school.
characteristics of organisms produce through fair testing. Make a preliminary
light? and transmit • explains sound sketch of your cover
• How can heat be sound of different production in the concept. When you
transferred? frequencies human voice box are done, be ready
• What gives a • Distinguish the and how pitch, to present your work
material its characteristics of loudness, and and explain your
electrical nature? light quality of sound concept to the editor
• How can electrons • Demonstrate how vary from one in chief.
be transferred? light travels along a person to another.
straight path • describes how
• Describe how organisms
intensity of light produce, transmit,
varies with distance and receive
from the source sound of various
• Conduct simple frequencies
activities that (infrasonic, audible,
investigate modes and ultrasonic
of heat transfer sounds).
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• Identify good and • creates harmonious
poor conductors of music using
heat and cite their indigenous
specific uses products.
• Differentiate the • relates
types of charging characteristics
processes of light such as
• Demonstrate how color and intensity
a body can be to frequency and
charged wavelength.
• Explain the • designs and
importance of implements an
grounding experiment that
• Describe how an shows that light
electroscope works travels in a straight
line.
• investigates
the relationship
between light
intensity and the
distance from
a light source
through fair testing.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• infers the condition
necessary for heat
transfer to occur.
• conducts simple
investigations to
demonstrate the
different modes of
heat transfer.
• explains different
modes of heat
transfer in the
molecular level.
• identifies good and
poor conductors of
heat and describes
their specific uses.
• differentiates the
three types of
charges.
• demonstrates
the different
types of charging
processes.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance
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and Topics Questions Curriculum Tasks


Standards
• explains the
importance
of earthing or
grounding.
• describes how
a lightning rod
works.
Content Standards
The learner
demonstrates
understanding of . . .
• the characteristics
of sound such as
pitch and loudness.
• the characteristics
of light: intensity
or brightness and
color.
• the different modes
of heat transfer:
conduction,
convection, and
radiation.
• the different
charging
processes.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
Performance
Standards
The learner . . .
• recognizes the
use of indigenous
materials in
creating melodious
music.
• appreciates proper
lighting in doing
various activities.
• chooses right
materials for a
particular purpose
for cooking, food
storage, and
building homes.
• protects himself/
herself during
thunderstorm.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Unit 4 The Philippines, Earth, and Space

Chapter 10 • The Philippine • How can the • Identify the location Corresponding Assume that you are a
The Philippine archipelago specific location of of places on Earth K to 12 Curriculum forest ranger working
Archipelago has a strategic a place be identified using the latitude- Learning for your region’s local
• The Philippines' geographical in a globe? and-longitude Competencies DENR office. Your
Geographical location on Earth • What is the coordinate system The learner . . . superior has tasked
Location with different difference between • Identify the location • demonstrates how you with preparing a
• Philippine landforms and latitude and of the Philippines places on Earth proposal on fighting
Landforms water forms longitude? in relation to the may be located illegal logging
• Philippine Water wherein rich • What makes continents and using a coordinate activities in the
Forms biodiversity and the Philippines’ oceans of the world system. forest areas of your
• Materials from abundant natural landforms and • Describe the major • describes the region. A proposal is
Earth resources abound. water forms landforms and location of the a formal statement of
• Energy Sources important? water forms in the Philippines with an idea on resolving
• Conserving • How important Philippines respect to the a problem and the
Resources is Earth’s natural continents and action that can be
resources to oceans of the taken to implement
humans? world. the idea.
• describes the major In writing your
landforms and proposal, make sure it
bodies of water in contains the following
the Philippines. elements:
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• How can Earth’s • Recognize that • recognizes that 1. Statement of
resources be water, soil, rocks, soil, water, rocks, reason for the
protected from coal, and other coal, and other proposal
further damage and fossil fuels are fossil fuels are 2. Background
depletion? Earth materials that Earth materials. information on the
• What are the provide people with • recognizes that problem
possible ways of various kinds of Earth materials 3. Statement of your
conserving Earth’s resources provide many suggested solution
resources? • Describe ways resources. to the problem
of using Earth’s • describes ways 4. Summary of
natural resources of using Earth's costs involved
wisely resources wisely. to implement
• State the effects of • investigates the suggested solution
the unwise use of effects of unwise 5. Conclusion or
Earth’s resources use of Earth's main points of the
resources. proposal
When you are done
Content Standards
writing your proposal,
The learner
review it to ensure
demonstrates
that it is easy to
understanding of. . .
read and understand
and does not have
grammatical errors.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• the physical Submit your proposal
features of to your teacher
the Philippine for evaluation and
archipelago and its feedback.
natural resources,
including the ways
by which these
resources are
conserved and
protected.
Performance
Standards
The learner . . .
• practices
conservation
and protection of
resources (soil,
water, rocks,
minerals, and
fossil fuels) in the
community.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
Chapter 11 • The atmosphere • What makes the • Describe the Corresponding Pretend that you
Interactions plays a vital role different layers of different layers of K to 12 Curriculum are a copywriter
in the Atmosphere in sustaining the atmosphere the atmosphere Learning working with a
• The Layers of the life on Earth. It distinct from one • Explain how human Competencies nongovernmental
Atmosphere protects the Earth another? activities affect the The learner . . . agency involved
• Composition and from the sun’s • How important is atmosphere • describes the with environmental
Properties of Air harmful radiation atmosphere to the • Describe how different layers of conservation
• Importance of the that would cause living organisms on energy from the the atmosphere. and preservation
Atmosphere imminent danger to Earth? sun enters the • illustrates how advocacies. Your
• The Atmosphere living organisms. • How do human atmosphere some human superior has tasked
and Weather The atmosphere, activities affect the • Describe the activities affect you to work with
Systems among other atmosphere? occurrence of land the atmosphere a graphic designer
• The Philippine factors, also • What gases and sea breezes (including ozone to produce an
Climate dictates the compose the air? and monsoons depletion). informational kit that
weather conditions • How do weather • Explain the • explains how will be distributed
on Earth. systems change occurrence of energy from the to different schools
and develop? the intertropical sun enters the throughout the
• How important is convergence zone atmosphere such Philippines.
weather forecasting (ITCZ) as in greenhouse
and reporting? effect.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• What makes the • Describe the effects • accounts for the The kit will include
Philippine climate of certain weather occurrence of land a brochure that
different from other systems in the and sea breezes will highlight
countries’ climate? Philippines and monsoons. environmental
• gives reasons for awareness on the
the occurrence of effects of greenhouse
the intertropical gases on the
convergence zone atmosphere and a
(ITCZ). poster that depicts
• describes the the precautionary
effects of certain measures to be
weather systems in observed during
the Philippines. strong weather
disturbances.
Content Standards
Prepare the copy for
The learner
both brochure and
demonstrates
poster. In advertising
understanding of . . .
terms, copy refers to
• the different
the text that is used in
phenomena that
advertising materials
occur in the
such as the brochure
atmosphere and
and poster.
how they affect
human activities.
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
Performance Make sure that it is
Standards interesting, catchy,
The learner . . . and precise. It must
• adapts and be able to deliver your
manages weather intended message
phenomena- with the least words
related risks to used but with the
human lives, impact needed to
properties, and the relay your message.
environment. Then submit your
• discusses how copy to your teacher
human activities for evaluation.
contribute to or
lessen ozone
depletion and
global warming.
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
Chapter 12 • Earth’s tilt and its • How do the • Explain the Corresponding You are a champion
Seasons and Eclipses position relative varying angles of relationship of K to 12 Curriculum debater of your
• Seasonal Changes to the sun, among sun’s rays change Earth’s tilt to the Learning school. You have
• Solstices and other factors, the intensity of length of daytime Competencies been asked to
Equinoxes affect the seasonal radiation? • Relate the length of The learner . . . represent your school
• Seasons in the changes. • How does Earth’s day to the amount • using models, in an interschool
Philippines • When sunlight is tilt affect the of solar energy relates debating competition
• Eclipses blocked by either seasonal changes? received - the tilt of the on the question: Is it
Earth or the moon, • How is a solstice • Describe the Earth to the necessary to transfer
the shadow cast different from an position of Earth in length of daytime the start of the
will result to the equinox? its orbit in relation - the length of schoolyear from June
occurrence of • How does the to its distance from daytime to to September? The
eclipses. geographical the sun the amount of issue has cropped up
location of the • Relate the distance energy received several times between
Philippines affect of the sun to Earth - the position legislators, school
its seasons? to the amount of the Earth in officials, and parents
• What is the of solar energy its orbit to the due to cancellation
difference between received height of the sun of classes during
a lunar and a solar • Describe the in the sky the country’s rainy
eclipse? latitude of an area - the height of the season.
to the amount of sun in the sky to
energy the area the amount of
receives energy received
Chapter Title Big Ideas Essential Objectives K to 12 Performance
and Topics Questions Curriculum Tasks
Standards
• Use models to - the latitude The cancellation
show the causes of an area to of classes is made
for the changes the amount of necessary by the
of seasons in the energy the area heavy rains and
Philippines receives. floods brought about
• Explain how solar • shows what causes by strong typhoons
and lunar eclipses the seasons in and other weather
occur the Philippines disturbances.
to change, using Research on the
models. different aspects of
• communicates how the debate problem to
solar and lunar get yourself ready for
eclipses occur. the competition. Then
• collects, records, prepare a short report
and reports data on what you have
on the beliefs and researched. Present
practices of the this to your teacher
community in for evaluation and
relation to eclipses. feedback.
Content Standards
The learner
demonstrates
understanding of . . .
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Chapter Title Big Ideas Essential Objectives K to 12 Performance


and Topics Questions Curriculum Tasks
Standards
• the relationships
of the seasons and
the position of the
sun in the sky.
• the occurrence of
eclipses.
Performance
Standards
The learner . . .
• plans activities
appropriate to the
seasons in the
Philippines.
• discusses whether
or not beliefs and
practices about
eclipses have
scientific basis.