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A Briefer on the List of the Most Essential Competencies for Science

The K to 12 Basic Education Curriculum is standards-based. The content standards cover a specified scope of sequential topics, identify and set the
essential knowledge and understanding that must be learned. The performance standards describe the abilities and skills that the learners are expected to
demonstrate in relation to the content standards. These standards are further represented as learning competencies which are the knowledge, skills and
attitudes that students need to demonstrate in every lesson or learning activity.
With the expected decrease in the contact hours of teaching science brought by the change in schedule of the school year, the Curriculum Standards
Development Division of the Bureau of Curriculum Development has identified learning competencies that are critical. This list, the Most Essential Learning
Competencies (MELCs) were identified using the criterion Endurance. Enduring competencies are those that remains with learners long after a test is completed
(Reeves, 2002) or is useful beyond a single test or unit of study. (Many and Horrell, 2014). They also refer to learning competencies which are essential in many
professions and in everyday life.
The grade level standards were also used as basis in determining the MELCs, considering that the Science curriculum uses a spiral progression design.
It is important to make sure that learning competencies needed in the understanding of succeeding concepts in the next grade level are given importance. Over
all, the resulting list still captures the objective of the science program which is the development of scientifically, technologically, and environmentally literate
and productive members of society who manifest skills as a critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed
decision makers, and effective communicators.

The table below in an example of how the Most Essential Learning Competencies is identified in the domain Matter in the different Key Stages.

KEY Retained LC Deleted LC Justification

STAGE
Key S3MT-Ic-d-2 S3MT-Ia-b-1 Description of shape and weight has been discussed in Grades 1 and 2 and
Stage 1 Classify objects and materials Describe different objects based on how it is stated the deleted LC (S3MT-Ia-b-1) can be covered in
as solid, liquid, and gas based based on their characteristics the retained LC (S3MT-Ic-d-2). Furthermore, the ability to classify solids,
on some observable (e.g. Shape, Weight, Volume, liquids and gases based on observable characteristics is a foundation of
characteristics Ease of flow); other science skills.

Key S5MT-Ih-i-4
Stage 2 Design a product out of local,
recyclable solid and/or liquid
materials in making useful
products
S5MT- Ie-g-3
Recognize the importance of
recycle, reduce, reuse, recover
and repair in waste
management
The retained LC will already cover the intention of the deleted LC (S5MT-
Ie-g-3)
and will even require students to be more creative
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Key S8MT-IIIi-j-12 S8MT-IIIg- h-11 The deleted LC(S8MT-IIIg- h-11) is deemed not as essential as the retained
Stage 3 Use the periodic table to Trace the development of the LC (S8MT-IIIi-j-12) as it requires the student to use the properties of
predict the chemical behavior periodic table from observations elements to predict the chemical behavior of an element, hence it is more
of an element based on similarities in properties encompassing.
of elements
Key S11/12PS-IIIc-d17 S11/12PS-IIId-e18 The deleted LC (S11/12PS-IIId-e18) is subsumed in the retained LC
Stage 4 describe the general types of give the type of intermolecular (S11/12PS-IIIc-d7).
intermolecular forces forces in the properties of
substances

Grade Level: Grade 3

Subject: Science

Quarter Content Standard Performance Standard

Most Essential Learning Competencies Duration
The learners demonstrate The learners should be able to...
understanding of...
1st ways of sorting materials and group common objects found at home and in Classify objects and materials as solid, Week 1-
describing them as solid, liquid or gas school according to solids, liquids and gas liquid, and gas based on some observable 2
based on observable properties characteristics;
Describe changes in materials based on the Week 3-
effect of temperature: 5
1 solid to liquid
2 liquid to solid
3 liquid to gas
4 solid to gas
2nd parts, and functions of the sense practice healthful habits in taking care of the Describe the functions of the sense organs Week 1
organs of the human body; sense organs; of the human body
parts and functions of animals and enumerate ways of grouping animals based Describe animals in their immediate Week 2
importance to humans on their structure and importance surroundings
Identify the external parts and functions of Week 2
animals

external parts of plants and their
functions, and importance to humans
characteristics of living and nonliving
things
basic needs of plants, animals and
humans
3rd motion of objects
sources and uses of light, sound, heat
and electricity
4th people, animals, plants, lakes, rivers,
streams, hills,
mountains, and other landforms, and
their importance
types and effects of weather as they
relate to daily activities, health and
safety
demonstrate the proper ways of handling
plants
illustrates the difference between living and
non-living things
list down activities which they can perform
at home, in school, or in their neighborhood
to keep the environment clean
observe, describe, and investigate the
position and movement of things around
them
apply the knowledge of the sources and uses
of light, sound, heat, and electricity
express their concerns about their
surroundings through teacher-guided and
self – directed activities
express ideas about safety measures during
different weather conditions creatively
(through artwork, poem, song
321
Classify animals according to body parts Week 3
and use
State the importance of animals to humans Week 3
Describe the parts of different kinds of Week 4
plants
State the importance of plants to humans Week 4
Compare living with nonliving things Week 5
Identify observable characteristics that are Week 5
passed on from parents to offspring (e.g.,
humans, animals, plants)
Identify the basic needs of humans, plants Week 6
and animals such as air, food, water, and
shelter
Explain how living things depend on the Week 6
environment to meet their basic needs
Recognize that there is a need to protect Week 7
and conserve the environment
Describe the position of a person or an Week 1-
object in relation to a reference point such 3
as chair, door, another person
Describe the different uses of light, sound, Week 4-
heat and electricity in everyday life 5
Relate the importance of surroundings to Week 1-
people and other living things 2
Describe the changes in the weather over a Week 3-
period of time 4
Enumerate and practice safety and Week 5
precautionary measures in dealing with
different types of weather

natural objects in the sky affect one’s
daily activities
Grade Level: Grade 4
Subject: Science
Quarter Content Standard
The learners demonstrate
understanding of...
1st grouping different materials based on
their properties
changes that materials undergo when
exposed to certain conditions.
2nd how the major internal organs such as
the brain, heart, lungs, liver, stomach,
intestines, kidneys, bones, and muscles
keep the body healthy
animals have body parts that make
them adapt to land or
plants have body parts that make them
adapt to land or water
different organisms go through life
cycle which can be affected by their
environment
list down activities which affect their daily
activities
Performance Standard
The learners should be able to...
Recognize and practice proper handling of
products
evaluate whether changes in materials are
useful or harmful to one’s environment
construct a prototype model of organism
that has body parts which can survive in a
given environment
322
Describe the natural objects that are found Week 6
in the sky during daytime and nighttime
Most Essential Learning Competencies Duration
Week 1
Classify materials based on the ability to
absorb water, float, sink, undergo decay;
Describe changes in solid materials when Week 2 -
they are bent, pressed, hammered, or cut; 3
Describe changes in properties of materials Week 4 -
when exposed to certain conditions such as 5
temperature or when mixed with other
materials
Identify changes in materials whether Week 6-
useful or harmful to one’s environment. 7
Describe the main function of the major Week 1
organs
Communicate that the major organs work Week 1
together to make the body function
properly
Infer that body structures help animals Week 2
adapt and survive in their particular habitat
Identify the specialized structures of Week 3
terrestrial and aquatic plants
Week 4
Compare the stages in the life cycle of
organisms
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beneficial and harmful interactions Describe the effect of the environment on Week 5
occur among living things and their the life cycle of organisms
environment as they obtain basic needs Describe some types of beneficial and Week 6
harmful interactions among living things
Describe the effects of interactions among Week 7
organism in their environment
3rd force that can change the shape, size or Explain the effects of force when applied Week 1-
movement of objects. to an object 2
Characterize magnetic force Week 3
how light, heat and sound travel using demonstrate conceptual understanding of Week 4-
Describe how light, sound and heat travel
various objects properties/characteristics of light, heat and 5
sound Investigate properties and characteristics of Week 6-
light and sound 7
4th the different types of soil Compare and contrast the characteristics of Week 1
different types of soil
the different sources of water suitable Explain the use of water from different Week 2
for human consumption sources in the context of daily activities
Trace and describe the importance of the Week 3
water cycle
components of weather using simple practice precautionary measures in planning Use weather instruments and describe the Week 4
instruments activities different weather components in a weather
chart
Identify safety precautions during different Week 5
weather conditions
the Sun as the main source of heat and Describe the changes in the position and Week 6
light on Earth length of shadows in the surroundings as
the position of the Sun changes
Describe the effects of the Sun to human Week 6
activities

Grade Level: Grade 5
Subject: Science
Quarter Content Standard
The learners demonstrate
understanding of...
1st properties of materials to determine
whether they are useful or harmful
materials undergo changes due to
oxygen and heat
2nd how the parts of the human
reproductive system work
how animals reproduce
how plants reproduce
the interactions for survival among
living and non-living things that take
place in estuaries and intertidal zones
Performance Standard
The learners should be able to...
uses local, recyclable solid and/or liquid
materials in making useful products
Practice proper hygiene to care of the
reproductive organs
create a hypothetical community to show
how organisms interact and reproduce to
survive
324
Most Essential Learning Competencies Duration
Use the properties of materials whether Week 1-
they are useful or harmful 2
Investigate changes that happen in Week 3-
materials under the following conditions: 4
1 presence or lack of oxygen
2 application of heat
Design a product out of local, recyclable Week 5-
solid and/ or liquid materials in making 6
useful products.
Describe the parts of the reproductive Week 1
system and their functions
Explain the menstrual cycle Week 2
Describe the different modes of Week 3
reproduction in animals such as butterflies,
mosquitoes, frogs, cats and dogs
Describe the reproductive parts in plants Week 4
and their functions
Describe the different modes of Week 5
reproduction in flowering and non-
flowering plants such as moss, fern, mongo
and others
Discuss the interactions among living things Week 6
and non-living things in estuaries and
intertidal zones
Explain the need to protect and conserve Week 7
estuaries and intertidal zones

3rd motion in terms of distance and time
how different objects interact with light
and sound, heat ;
the effects of heat and electricity, light
and sound on people and objects
a simple DC circuit and the relationship
between electricity and magnetism in
electromagnets
4th weathering and soil erosion shape the
Earth’s surface and affect living things
and the environment
weather disturbances and their effects
on the environment.
the phases of the Moon and the beliefs
and practices associated with it
constellations and the information
derived from their location in the sky.
propose
device using electromagnet that is useful for
home school or community
participate in projects that reduce soil
erosion in the community
prepares individual emergency kit.
debug local myths and folklore about the
Moon and the Stars by presenting pieces of
evidence to convince the community folks
325
Describe the motion of an object by tracing Week 1
and measuring its change in position
(distance travelled) over a period of time
Discuss why some materials are good Week 2
conductors of heat and electricity
Week 3
Relate the ability of the material to block,
absorb or transmit light to its use
Infer the conditions necessary to make a bulb Week 4
light up
Determine the effects of changing the Week 5
number or type of components in a circuit
Design an experiment to determine the Week 6
factors that affect the strength of the
electromagnet
Describe how rocks turn into soil Week 1
Investigate extent of soil erosion in the Week 2
community and its effects on living things and
the environment
Characterize weather disturbances in the Week 3
Philippines and describe their effects to daily
life
Infer the pattern in the changes in the Week 4
appearance of the Moon
Identify star patterns that can be seen at Week 5
particular times of the year
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Grade Level: Grade 6

Subject: Science

Quarter Content Standard Performance Standard

The learners demonstrate
understanding of...
1st different types of mixtures and their
characteristics
different techniques to separate
mixtures
2nd how the major organs of the human
body work together to form organ
systems
the different characteristics of
vertebrates and invertebrates
the interactions for survival among
living and non-living things that take
place in tropical rainforests, coral reefs,
and mangrove swamps
3rd gravity and friction affect movement of
objects
how energy is transformed in simple
machines
Most Essential Learning Competencies Duration
The learners should be able to...
prepare beneficial and useful mixtures such Describe the appearance and uses of Week 1-
as drinks, food, and herbal medicines. homogeneous and heterogenous mixtures 3
separate desired materials from common Describe techniques in separating mixtures Week 4-
and local products. such as decantation, evaporation, filtering, 6
sieving and using magnet
make a chart showing healthful habits that Explain how the organs of each organ Week 1-
promote proper functioning of the musculo- system work together 2
skeletal, integumentary, digestive, Week 3
Explain how the different organ systems
circulatory, excretory, respiratory, and
work together
nervous systems
1. make an inventory of vertebrates and Week 4-
invertebrates that are commonly seen in the 5
Determine the distinguishing characteristics
community
of vertebrates and invertebrates
2. practice ways of caring and protecting
animals
form discussion groups to tackle issues Discuss the interactions among living things Week 6
involving protection and conservation of and non-living things in tropical rainforests,
ecosystems that serve as nurseries, breeding coral reefs and mangrove swamps
places, and habitats for economically Explain the need to protect and conserve Week 7
important plants and animals tropical rainforests, coral reefs and
mangrove swamps
produce an advertisement demonstrates Infer how friction and gravity affect Week 1-
road safety movements of different objects 2
create a marketing strategy for a new Demonstrate how sound, heat, light and Week 3-
product on electrical or light efficiency electricity can be transformed 5
Manipulate simple machines to describe their Week 6-
characteristics and uses 7
 327

4th the effects of earthquakes and volcanic
eruptions
weather patterns and seasons in the
Philippines:
the earth’s rotation and revolution
characteristics of planets in the solar
system
design an emergency and preparedness plan
and kit
Describe the changes on the Earth’s surface Week 1
as a result of earthquakes and volcanic
eruptions
Enumerate what to do before, during and Week 2
after earthquake and volcanic eruptions
Describe the different seasons in the Week 3
Philippines
Differentiate between rotation and Week 5-
revolution and describe the effects of the 6
Earth’s motions
Week 7-
Compare the planets of the solar system
8
Construct a model of the solar system Week 8
showing the relative sizes of the planets and
their relative distances from the Sun

Grade Level: Grade 7

Subject: Science

Quarter Content Standard Performance Standard

The learners demonstrate
understanding of...
1st scientific ways of acquiring knowledge
and solving problems
classifying substances as elements or
compounds
the properties of substances that
distinguish them from mixtures
Most Essential Learning Competencies Duration
The learners should be able to...
perform in groups in guided investigations Week 1
Describe the components of a scientific
involving community- based problems using
investigation
locally available materials
make a chart, poster, or multimedia Week 2-
Recognize that substances are classified into
presentation of common elements showing 3
elements and compounds
their names, symbols, and uses
investigate the properties of mixtures of Week 4-
varying concentrations using available Distinguish mixtures from substances based 5
materials in the community for specific on a set of properties
purposes
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some important properties of solutions
2nd the parts and functions of the
compound microscope
the different levels of biological
organization
the difference between animal and
plant cells
reproduction being both asexual or
sexual
organisms interacting with each other
and with their environment to survive
3rd motion in one dimension
prepare different concentrations of mixtures Investigate properties of unsaturated or
according to uses and availability of
materials
employ appropriate techniques using the
compound microscope to gather data about functions
very small objects
conduct a forum on mitigation and disaster
risk reduction
Week 6
saturated solutions
Express concentrations of solutions Week 7
quantitatively by preparing different
concentrations of mixtures according to
uses and availability of materials
Identify parts of the microscope and their Week 1
Focus specimens using the compound Week 2
microscope
Describe the different levels of biological Week 3
organization from cell to biosphere
Differentiate plant and animal cells Week 4
according to presence or absence of certain
organelles
Explain why the cell is considered the basic Week 4
structural and functional unit of all
organisms
Differentiate asexual from sexual Week 5
reproduction in terms of:
1 Number of individuals involved;
2 Similarities of offspring to parents
Differentiate biotic from abiotic components Week 6
of an ecosystem
Describe the different ecological relationships Week 6
found in an ecosystem
Predict the effect of changes in abiotic factors Week 7
on the ecosystem
Describe the motion of an object in terms of Week 1-
distance or displacement, speed or velocity, 2
and acceleration
Create and interpret visual representation of Week 3
the motion of objects such as tape charts and
motion graphs

waves as a carriers of energy
the characteristics of light
how heat is transferred
charges and the different charging
processes
4th the relation of geographical location of
the Philippines to its environment
the different phenomena that occur in
the atmosphere
the relationship of the seasons and the
position of the Sun in the sky
suggest proper lighting in various activities
analyze the advantage of the location of the
Philippines in relation to the climate,
weather, and seasons
329
Infer that waves carry energy Week 4
Describe the characteristics of sound using Week 4
the concepts of wavelength, velocity, and
amplitude
Explain color and intensity of light in terms Week 5
of its wave characteristics
Week 6
Infer the conditions necessary for heat
transfer to occur
Describe the different types of charging Week 7
processes
Demonstrate how places on Earth may be Week 1
located using a coordinate system
Cite and explain ways of using Earth’s Week 2
resources sustainably
Discuss how energy from the Sun interacts Week 3
with the layers of the atmosphere
Account for the occurrence of land and sea Week 3
breezes, monsoons, and intertropical
convergence zone (ITCZ)
Using models, relate: Week 4-
1 the tilt of the Earth to the length of 5
daytime
2 the length of daytime to the amount of
energy received
3 the position of the Earth in its orbit to
the height of the Sun in the sky
4 the height of the Sun in the sky to the
amount of energy received
5 the latitude of an area to the amount of
energy the area receives
6 tilt of the Earth and the seasons

the occurrence of eclipses
Grade Level: Grade 8
Subject: Science
Quarter Content Standard
The learners demonstrate
understanding of...
1st Newton’s three laws of motion
work using constant force, power,
gravitational potential energy, kinetic
energy, and elastic potential energy
the propagation of sound through
solid, liquid, and gas
some properties and characteristics of
visible light
heat and temperature, and the effects
of heat on the body
current- voltage-resistance
relationship, electric power, electric
energy, and home circuitry
330
Explain how solar and lunar eclipses Week 6
occur using models
Performance Standard
Most Essential Learning Competencies Duration
The learners should be able to...
develop a written plan and implement a Investigate the relationship between the Week 1
“Newton’s Olympics” amount of force applied and the mass of the
object to the amount of change in the
object’s motion
Infer that when a body exerts a force on Week 1
another, an equal amount of force is exerted Week 2
back on it
Week 3
Identify and explain the factors that affect
Week 3
potential and kinetic energy
Investigates the effect of temperature to the Week 4
speed of sound
discuss phenomena such as blue sky, Week 4
Explain the hierarchy of colors in relation to
rainbow, and red sunset using the concept
the energy of visible light
of wavelength and frequency of visible light
Differentiate between heat and temperature Week 4
at the molecular level
Infer the relationship between current and Week 5-
voltage 6
Explain the advantages and disadvantages of Week 7
series and parallel connections in homes

2nd the relationship between faults and
earthquakes
the formation of typhoons and their
movement within the PAR
characteristics of comets, meteors, and
asteroids
3rd the particle nature of matter as basis
for explaining properties, physical
changes, and structure of substances
and mixtures
the identity of a substance according to
its atomic structure
1. participate in decision making on where
to build structures based on knowledge of
the location of active faults in the
community
2. make an emergency plan and prepare an
emergency kit for use at home and in
school
1. demonstrate precautionary measures
before, during, and after a typhoon,
including following advisories, storm
signals, and calls for evacuation given by
government agencies in charge
2. participate in activities that lessen the
risks brought by typhoons
discuss whether or not beliefs and practices
about comets and meteors have scientific
basis
present how water behaves in its different
states within the water cycle
331
Explain the functions of circuit breakers, Week 7
fuses, earthing, double insulation, and other
safety devices in the home
Using models or illustrations, explain how Week 1
movements along faults generate earthquakes
Differentiate the Week 1-
1 epicenter of an earthquake from its 2
focus;
2 intensity of an earthquake from its
magnitude;
3 active and inactive faults
Explain how earthquake waves provide Week 3
information about the interior of the earth
Explain how typhoon develops and how it is Week 4
affected by landmasses and bodies of water
Week 5
Trace the path of typhoons that enter the
Philippine Area of Responsibility (PAR) using a
map and tracking data
Week 6
Compare and contrast comets, meteors, and
asteroids
Explain the properties of solids, liquids, and Week 1-
gases based on the particle nature of matter; 2
Explain physical changes in terms of the Week 3-
arrangement and motion of atoms and 4
molecules;
Determine the number of protons, neutrons, Week 5-
and electrons in a particular atom; 6

the periodic table of elements as an
organizing tool to determine the
chemical properties of elements
4th 1. the digestive system and its
interaction with the circulatory,
respiratory, and excretory systems in
providing the body with nutrients for
energy
2. diseases that result from nutrient
deficiency and ingestion of harmful
substances, and their prevention and
treatment
1. how cells divide to produce new cells
2. meiosis as one of the processes
producing genetic variations of the
Mendelian Pattern of Inheritance
1. the concept of a species
2. the species as being further classified activities that communities engage in to
into a hierarchical taxonomic system
the one-way flow of energy and the
cycling of materials in an ecosystem
332
Week 7-
Use the periodic table to predict the
8
chemical behavior of an element.
present an analysis of the data gathered on Week 1
diseases resulting from nutrient deficiency
Explain ingestion, absorption, assimilation,
and excretion
report on the importance of variation in Compare mitosis and meiosis, and their role Week 2
plant and animal breeding in the cell-division cycle
Explain the significance of meiosis in Week 2
maintaining the chromosome number
Predict phenotypic expressions of traits Week 3
following simple patterns of inheritance
report (e.g., through a travelogue) on the Explain the concept of a species Week 4
Classify organisms using the hierarchical Week 4
protect and conserve endangered and taxonomic system
economically important species Explain the advantage of high biodiversity in Week 5
maintaining the stability of an ecosystem
make a poster comparing food choices Describe the transfer of energy through the Week 5
based on the trophic levels’ trophic levels
Analyze the roles of organisms in the cycling Week 6
of materials
Explain how materials cycle in an ecosystem Week 6
Suggest ways to minimize human impact on Week 7
the environment

Grade Level: Grade 9
Subject: Science
Quarter Content Standard
The learners demonstrate
understanding of...
1st 1. how the different structures of the
circulatory and respiratory systems
work together to transport oxygen-rich
blood and nutrients to the different
parts of the body
2. the prevention, detection, and
treatment of diseases affecting the
circulatory and respiratory systems
1. how genetic information is organized
in genes on chromosomes
2. the different patterns of inheritance
how changes in the environment may
affect species extinction
1. the structure and function of plant
parts and organelles involved in
photosynthesis
2. the structure and function of
mitochondrion as the main organelle
involved in respiration
2nd 1. the development of
atomic models that led
to the description of the
behavior of electrons
within atoms
Performance Standard
The learners should be able to...
conduct an information dissemination
activity on effective ways of taking care of
the respiratory and circulatory systems
based on data gathered from the school or
local health workers
make a multimedia presentation of a
timeline of extinction of representative
microorganisms, plants, and animals
design and conduct an investigation to
provide evidence that plants can
manufacture their own food
333
Most Essential Learning Competencies Duration
Explain how the respiratory and circulatory Week 1-
systems work together to transport 2
nutrients, gases, and other molecules to and
from the different parts of the body
Week 2
Infer how one’s lifestyle can affect the
functioning of respiratory and circulatory
systems
Week 3-
Explain the different patterns of non-
4
Mendelian inheritance
Relate species extinction to the failure of Week 5
populations of organisms to adapt to abrupt
changes in the environment
Week 6-
7
Differentiate basic features and importance
of photosynthesis and respiration
Explain how the Quantum Mechanical Model Week 1
of the atom describes the energies and
positions of the electrons
Recognize different types of compounds Week 2
(ionic or covalent) based on their properties
such as melting point, hardness, polarity, and
electrical and thermal conductivity;

2. how atoms combine with other
atoms by transferring or by sharing
electrons
3. forces that hold metals together
the type of bonds that carbon forms
that result in the diversity of carbon
compounds
the unit, mole, that quantitatively
measures the number of very small
particles of matter
3rd volcanoes found in the Philippines
factors that affect climate, and the
effects of changing climate and how to
adapt accordingly
the relationship between the visible
constellations in the sky and Earth’s
position along its orbit
4th projectile motion, impulse and
momentum, and conservation of linear
momentum
334
Week 3
Explain how ions are formed;
Explain how the structure of the carbon Week 4-
atom affects the type of bonds it forms; 5
Recognize the general classes and uses of Week 6
organic compounds;
analyze the percentage composition of Use the mole concept to express mass of Week 7
different brands of two food products and substances; and
decide on the products’ appropriate Determine the percentage composition of a Week 8
percentage composition compound given its chemical formula and
vice versa.
Describe the different types of volcanoes and Week 1
volcanic eruption
Explain what happens when volcanoes erupt Week 2
Illustrate how energy from volcanoes may be Week 3-
tapped for human use 4
participate in activities that reduce risks Explain how different factors affect the Week 5
and lessen effects of climate change climate of an area
Week 6-
Describe certain climatic phenomena that
7
occur on a global level
discuss whether or not popular beliefs and Week 8-
Show which constellations may be observed at
practices with regard to constellations and 9
different times of the year using models
astrology have scientific basis
propose ways to enhance sports related to Describe the horizontal and vertical motions of Week 1
projectile motion a projectile
Investigate the relationship between the angle Week 1-
of release and the height and range of the 2
projectile
Relate impulse and momentum to collision of Week 3
objects (e.g., vehicular collision)
 335

Infer that the total momentum before and Week 3

conservation of mechanical energy
the relationship among heat, work, and
efficiency
generation, transmission, and
distribution of electrical energy from
power plants (hydroelectric,
geothermal, wind, nuclear) to home
create a device that shows conservation of
mechanical energy
analyze how power plants generate and
transmit electrical energy
after collision is equal
Perform activities to demonstrate Week 4
conservation of mechanical energy
Construct a model to demonstrate that heat Week 5
can do work
Explain how heat transfer and energy Week 6
transformation make heat engines work
Week 6-
7
Explain how electrical energy is generated,
transmitted, and distributed

Grade Level: Grade 10

Subject: Science

Quarter Content Standard Performance Standard

The learners demonstrate
understanding of...
1st the relationship among the locations of
volcanoes, earthquake epicenters, and
mountain ranges
Most Essential Learning Competencies Duration
The learners should be able to...
1. demonstrate ways to ensure disaster Describe and relate the distribution of active Week 1-
preparedness during earthquakes, volcanoes, earthquake epicenters, and major 3
tsunamis, and volcanic eruptions mountain belts to Plate Tectonic Theory
2. suggest ways by which he/she can Describe the different types of plate Week 4
contribute to government efforts in boundaries
reducing damage due to earthquakes, Explain the different processes that occur Week 5-
tsunamis, and volcanic eruptions along the plate boundaries 6
Describe the possible causes of plate Week 7
movement
Enumerate the lines of evidence that support Week 8
plate movement

2nd the different regions of the
electromagnetic spectrum
the images formed by the different
types of mirrors and lenses
the relationship between electricity and
magnetism in electric motors and
generators
3rd 1. organisms as having feedback
mechanisms, which are coordinated by
the nervous and endocrine systems
2. how these feedback mechanisms
help the organism maintain
homeostasis to reproduce and survive
1. the information stored in DNA as
being used to make proteins
2. how changes in a DNA molecule
may cause changes in its product
3. mutations that occur in sex cells as
being heritable
336
Compare the relative wavelengths of different Week 1-
forms of electromagnetic waves 2
Cite examples of practical applications of the Week 3-
different regions of EM waves, such as the use 4
of radio waves in telecommunications
Explain the effects of EM radiation on living Week 5
things and the environment
Predict the qualitative characteristics Week 6-
(orientation, type, and magnification) of 7
images formed by plane and curved mirrors
and lenses
Identify ways in which the properties of Week 8
mirrors and lenses determine their use in
optical instruments (e.g., cameras and
binoculars)
Week 9
Explain the operation of a simple electric
motor and generator
Explain the role of hormones involved in the Week 1
female and male reproductive systems
Describe the feedback mechanisms involved Week 2
in regulating processes in the female
reproductive system (e.g., menstrual cycle)
Describe how the nervous system Week 3
coordinates and regulates these feedback
mechanisms to maintain homeostasis
Explain how protein is made using Week 4
information from DNA
Week 4
Explain how mutations may cause changes in
the structure and function of a protein

how evolution through natural
selection can result in biodiversity
1. the influence of biodiversity on the
stability of ecosystems
2. an ecosystem as being capable of
supporting a limited number of
organisms
4th how gases behave based on the motion
and relative distances between gas
particles
the structure of biomolecules, which
are made up mostly of a limited
number of elements, such as carbon,
hydrogen, oxygen, and nitrogen
the chemical reactions associated with
biological and industrial processes
affecting life and the environment
write an essay on the importance of
adaptation as a mechanism for the survival
of a species
using any form of media, present chemical
reactions involved in biological and
industrial processes affecting life and the
environment
337
Explain how fossil records, comparative Week 5
anatomy, and genetic information provide
evidence for evolution
Explain the occurrence of evolution Week 6
Explain how species diversity increases the Week 7
probability of adaptation and survival of
organisms in changing environments
Explain the relationship between population Week 7
growth and carrying capacity
Investigate the relationship between: Week 1-
1 volume and pressure at constant 2
temperature of a gas
2 volume and temperature at constant
pressure of a gas 3 explains these
relationships using the kinetic molecular
theory
Week 3-
Recognize the major categories of
4
biomolecules such as carbohydrates, lipids,
proteins, and nucleic acids
Apply the principles of conservation of mass Week 5-
to chemical reactions 6
Explain how the factors affecting rates of Week 7-
chemical reactions are applied in food 8
preservation and materials production,
control of fire, pollution, and corrosion
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