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PIVOT 4A BUDGET OF WORK (BOW) IN SCIENCE

As DepEd CALABARZON (Region IV-A) supports the commitment of the to

address the challenges of quality in basic education and realize its goals and
objectives through the Sulong Edukalidad, with KITE as its four key reform areas:
 K to 12 Curriculum Review and Update
 Improvement of the Learning Environment
 Teachers` Upskilling and Reskilling
 Engagement of Stakeholders for Support and Collaboration,

The Curriculum and Learning Management Division (CLMD) upholds the vision and
mission of the K to 12 program, stated in Section 5 of Republic Act 10533, or the
Enhanced Basic Education Act of 2013 “the curriculum shall be flexible enough to
enable and allow schools to localize, indigenize and enhance the same based on
their respective educational and social contexts. The production and development
of locally produced teaching materials shall be encouraged and approval of these
materials shall devolve to the regional and division education units.

To accomplish this, the region responded through its program PIVOT 4A BOW
Strategic Thrust No. 1 that seeks to (a) identify learning competencies in need of pre-
requisite skills; and (b) organize evaluated learning competencies into 4AQuBE
budget of work (BOW) in all learning areas for Key Stages 1-3. Together with other
learning areas, this Teaching Guide in the utilization of 4AQuBE BOW was developed
and reviewed by representative Education Program Supervisors (EPS) in Science in
five
(5) clustered divisions in Region IV-A. This PIVOT 4A BOW in Science 3 to 10 are the
mapped Most Essential Learning Competencies (MELC) that every Science learner
must exhibit at the end of each grade level per quarter. This will be taught in flexible
time for 40 days with emphasis on the terminal objectives articulated as the MELC.

The spiral progression of the curriculum was considered, and the mastery of
skills were unfolded as the basis by which more time was given emphasis on MELC
whereby learners will achieve a level of mastery in pre-requisite knowledge and skills
before moving forward to subsequent and enhancement skills. This is anchored on
the Mastery Learning Model by John B. Caroll and B.S. Bloom. It is based on the
assumptions that almost all students can learn and attain the mastery level if
sufficient time, adequate instructions and timely help is provided to them according
to their interest and abilities. Thus, time spent on learning is the key to mastery. This
BOW represents emphasis on the repertoire of competencies important in the world
of work and in a knowledge-based society.

There are 286 Learning Competencies in the K to 12 Science 3 to 10

Curriculum. In light of the regular instructional time, the Philippine educational system
has been affected by many class disturbances not only limited by the natural
disasters or phenomena but by other factors beyond the control of school system
such as the unavailability/limited number of appropriate learning resources, large
class size, ancillary assignments of teachers, and non-major teachers teaching
Science, to name a few. In addition to this, the global pandemic on the challenges
brought by Covid-19 shifted the curriculum to adapt in the new normal. Thus, the
birth of this intervention to decongest curriculum yet adhere for the quality of
learning outcomes was responded and will help teachers to adjust in the new
normal of the learning delivery, as well as the schools division governance in
curriculum management.
A. Features/Elements

The PIVOT 4A Budget of Work (BOW) in Science is a resource material in

teaching Science that contains learning competencies in sequence of
domain/strands per quarter as follows:

Quarter G3 G4 G5 G6 G7 G8 G9 G10
I MT MT MT MT MT FE LT ES
II LT LT LT LT LT ES MT FE
III FE FE FE FE FE MT ES LT
IV ES ES ES ES ES LT FE MT

 MT- Matter
 LT – Living Things and Their Environment
 FE – Force, Motion and Energy
 ES – Earth and Space

Each domain are composed of strands taught every quarter in spiral

progression from Grades 3 to Grade 10 as follows:

 Matter (MT)
- Changes that Matter Undergo
- Properties and Structure of Matter

 Living Things and Their Environment (LT)

- Parts and Functions of Animals and Plants
- Heredity: Inheritance and Variation
- Biodiversity and Evolution
- Ecosystem

 Force, Motion and Energy (FE)

- Force and Motion
- Energy

 Earth and Space (ES)

- Geology
- Meteorology
- Astronomy

The matrix of the PIVOT 4A BOW shows the Most Essential Learning
Competencies (MELC) that every learner is expected to achieve at the end of each
quarter by grade level. It is presented in four collumns. The first column (I) represents
the quarter in the grade level of Science domain/strand with the intended MELC.
The second column (II) shows the continuous numbering of MELC per grade
leve/quarter. The third column (III) states the learning competencies of the mapped
MELC with pre- requisite skills placed before the terminal objectives of the numbered
Most Learning Competencies (MELC). These pre-requisite skills are the enabling skills
which are not numbered in column II that must be taught by teacher and learned
by all Science pupils/students prior to achievie the terminal objectives of the MELC.
Lastly, column
(IV) presents the number of days to be taught that the MELC must be realized.
B. How to Use this BOW?

The flexibility of learning depends on the pacing of students and teachers,

yet, this 40-days non-negotiable instructional time per quarter will allow teachers to
focus entirely in the delivery of learning for the MELC. Anchored on the 2C2IR
teaching- learning approaches, other appropriate teaching strategies or learning
models may be used as necessary.

The PIVOT 4A BOW in Science is composed of four (4) columns. The first
column is intended for the Quarter; the second one is for the Most Essential Learning
Competencies (MELC); the third for the Learning Competencies; and the last one for
the No. of Days Taught.

Quarter Most Essential Learning Competencies (MELC) (B) Learning Competencies No. of Days Taught
(D)
(A) (C)
(E)
(E)
(F) 1

In using the PIVOT 4A BOW in Science, it is important to understand the figure

above marked by the following specifications:

A. Quarter
B. Most Essential Learning Competencies (MELC)
C. Learning Competencies
D. Number of Days Taught
E. Enabling Competencies. These were taken from the K to 12 Curriculum
Guide which teachers shall use in bridging the lessons especially in reaching
and targeting the Most Essential Learning Competencies (MELC).
F. Most Essential Learning Competencies (MELC). In each PIVOT 4A BOW, the
MELC is symbolized or marked by numbers. These identified MELCs may be
of the same variant of the K to 12 LCs or enabling competencies. But in
some cases, MELCs were produced by merging/fusing some LCs or enabling
competencies.

Further, Science teachers should:

 look for the grade level they are handling and the existing quarter at the time
of teaching-learning delivery;
 check the MELC or LCs to be taught in a particular quarter;
 take note that the first LC or set of LCs in the BOW becomes the first lesson to
be taught in a quarter;
 determine if the MELC has enabling competencies/skills that must be
mastered first prior to attaining the terminal competencies (MELC) or the LCs
which are not numbered in column II;
 design their lessons using the PIVOT 4A considering the number of days these
LCs must be taught, the instructional objectives to meet the learning
targets/goals of the lesson, the appropriate teaching
strategies/approaches/methods specifically the use of 2C2IR and other
models in teaching, and the alignment of the desired learning outcomes to
exhibit the mastery level in the achievement of MELC; and
 deliver the LCs as specified in the BOW/quarter using varied platforms of
teaching and learning modalities /Blended Learning.
clmd/jsz/mln
 GRADE 3 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Describe the different objects based on their
3
characteristics (e.g. shape, weight, volume, ease of low)
Classify objects and materials as solid, liquid, and gas
1 15
based on some observable characteristics
describe ways on the proper use and handling solid,
2
liquid and gas found at home and in school;
Describe changes in materials based on the effect of
temperature:
1. Solid to liquid
2 20
2. Liquid to solid
3. Liquid to gas
4. Solid to gas
Quarter 2
Enumerate healthful habits to protect the sense
10
organs;
Describe the parts and functions of the sense organs of
3 2
the human body;
4 Describe animals in their immediate surroundings; 3
5 Identify the external parts and functions of animals 3
6 Classify animals according to body parts and use; 2
Describe ways of proper handling of animals 2
7 State the importance of animals to humans; 1
8 Describe the parts of different kinds of plants 3
Describe ways of caring and proper handling of plants 1
9 State the importance of plants to humans 1
10 Compare living with nonliving things 3
infer that living things reproduce; 1
Identify observable characteristics that are passed on
11 2
from parents to offspring (e.g., humans, animals, plants);
Identify the basic needs of humans, plants and animals
12 2
such as air, food, water, and shelter
Explain how living things depend on the environment to
13 2
meet their basic needs;
Recognize that there is a need to protect and conserve
14 2
the environment.
Quarter 3
Identify things that can make objects move such as
5
people, water, wind, magnets;
Describe the movements of objects such as fast/slow,
5
forward/backward, stretching/compressing;
Describe the position of a person or an object in relation
15 15
to a reference point such as chair, door, another person;
Describe sources of light and sound, heat and electricity; 5
Enumerate uses of light, sound, heat and electricity 3
Describe the different uses of light, sound, het and
16 7
electricity in everyday life
Quarter 4
Describe the things found in the surroundings; 2
Relate the importance of surroundings to people and
17 10
other living things;
Describe the changes in the weather over a period of
18 8
time
Communicate how different types of weather affect
2
activities in the community;
Enumerate and practice safety and precautionary
19 8
measures in dealing with different types of weather.
Enumerate safety measures to avoid the harmful effects
2
of the Sun’s heat and light;
Communicate how the natural objects in the sky affect
2
daily activities;
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Describe the natural objects that are found in the sky
20 6
during daytime and nighttime
 GRADE 4 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Classify materials based on the ability to absorb water,
1 12
float, sink, undergo decay.
Describe changes in solid materials when they are bent,
2 10
pressed, hammered, or cut.
Describe changes in properties of materials when
3 exposed to certain conditions such as temperature or 10
when mixed with other materials.
Identify the effects of decaying materials on one`s health
1
and safety
Demonstrate proper disposal of waste according to the
1
properties of its materials
Identify changes in materials whether useful or harmful to
4 6
one’s environment.
Quarter 2
Identify the causes and treatment of diseases of the major
2
organs.
Practice habits to maintain a healthy body 1
5 Describe the main function of the major organs 6
Communicate that the major organs work together to
6 6
make the body function properly.
Make a survey of animals found in the community and
1
their specific habitats;
Choose which animal to raise in a particular habitat 1
Compare body movements of animals in their habitat. 1
Infer that body structures help animals adapt and survive
7 3
in their particular habitat.
Make a survey of plants found in the community and their
1
specific habitats;
Choose which plants to grow in a particular habitat 1
Conduct investigation on the specialized structures of
plants given varying environmental conditions: light, 2
water, temperature, and soil type
Identify the specialized structures of terrestrial and aquatic
8 3
plants.
9 Compare the stages in the life cycle of organisms. 3
Describe the effect of the environment on the life cycle
10 2
of organisms.
Describe some types of beneficial interactions among
11 3
living things.
Describe certain types of harmful interactions among
1
living things.
Describe the effects of interactions among organism in
12 3
their environment.
Quarter 3
Practice safety measures in physical activities
2
and proper handling of materials;
13 Explain the effects of force applied to an object. 8
Describe the force exerted by magnets 2
14 Characterize magnetic force. 8
15 Describe how light, sound and heat travel. 9
Describe ways to protect oneself from exposure to
1
excessive light, heat, and sound.
Investigate properties and characteristics of light and
16 10
sound.
Quarter 4
Compare and contrast the characteristics of
17 5
different types of soil.
Explain the use of water from different sources in the
18 5
context of daily activities.
Describe the importance of the water cycle 1
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Infer the importance of water in daily activities. 1
19 Trace and describe the importance of water cycle. 6
Record in a chart the weather conditions. 1
Make simple interpretations about the weather as
1
recorded in the weather chart.
Use weather instruments to measure the different weather
20 5
components in a weather chart
Identify safety precautions during different weather
21 5
conditions.
Describe the changes in the position and length of
22 shadows in the surroundings as the position of the Sun 5
changes.
Describe the role of the Sun in the water cycle; 1
Describe the role of the Sun to living things 1
23 Describe the effects of the Sun to living things. 3
 GRADE 5 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Use the properties of materials whether they are useful or
1 10
harmful.
Investigate changes that happen in materials under the
following conditions:
2 12
1. presence or lack of oxygen; and
2. application of heat
Recognize the importance of recycle, reduce, reuse,
6
recover and repair in waste management.
Design a product out of local, recyclable solid and/ or
3 12
liquid materials in making useful products.
Quarter 2
Give ways of taking care of the reproductive organs 2
Describe the parts of the reproductive system and their
4 6
functions.
Describe the changes that occur during puberty 2
5 Explain the menstrual cycle. 5
Describe the different modes of reproduction in animals
6 6
such as in butterflies, mosquitoes, frogs, cats and dogs.
Describe the reproductive parts in plants and their
7 5
functions.
Describe the different modes of reproduction in flowering
8 and non-flowering plants such as moss, fern, mongo and 5
others.
Discuss the interactions among living things and non-living
9 5
things in estuaries and intertidal zones.
Explain the need to protect and conserve estuaries and
10 4
intertidal zones.
Quarter 3
Use appropriate measuring tools and correct standard
3
units
Describe the motion of an object by tracing and
11 measuring its change in position (distance travelled) over 4
a period of time;
Discuss why some materials are good conductors of
12 5
heat and electricity.
Infer how black and colored objects affect the
3
ability to absorb heat;
Relate the ability of the material to block, absorb
13 6
or transmit light to its use.
14 Infer the conditions necessary to make a bulb light up; 6
Determine the effects of changing the number or type of
15 5
components in a circuit.
Infer that electricity can be used to produce magnets; 2
Design an experiment to determine the factors that affect
16 6
the strength of the electromagnet.
Quarter 4
17 Describe how rocks turn into soil. 4
Communicate the data collected from the
3
investigation on soil erosion;
Investigate extent of soil erosion in the community
18 and its effects on living things and the 7
environment.
Observe the changes in the weather before, during and
5
after a typhoon;
Describe the effects of the winds, given a certain storm
2
warning signal;
Describe the effects of a typhoon on the community. 2
Characterize weather disturbances in the Philippines and
19 4
describe their effects to daily life.
Relate the cyclical pattern to the length of a month; 2
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
Infer the pattern in the changes in the appearance of the
20 5
Moon.
Identify star patterns that can be seen at particular times of
21 6
the year.
 GRADE 6 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Describe the appearance and uses of uniform and non-
1 20
uniform mixtures.
Tell the benefits of separating mixtures from products in
2
the community
Enumerate techniques in separating mixtures such as
2
decantation, evaporation, filtering, sieving and using 18
magnet.
Quarter 2
Explain how the organs of each organ system work
3 12
together.
Explain how the different organ systems work
4 5
together.
Determine the distinguishing characteristics of vertebrates
5 10
and invertebrates.
Discuss the interactions among living things and non-living
6 things in tropical rainforest, coral reefs and mangrove 8
swamps.
Explain the need to protect and conserve tropical
7 5
rainforests, coral reefs and mangrove swamps.
Quarter 3
Infer how friction and gravity affect movements of
8 10
different objects.
Demonstrate how sound, heat, light and
9 15
electricity can be transformed.
Demonstrate the practical and safe uses of simple
5
machines
Manipulate simple machines to describe their
10 10
characteristics and uses.
Quarter 4
Describe the changes on the Earth’s surface as a result of
11 5
earthquakes and volcanic eruptions.
Enumerate what to do before, during and after
12 5
earthquake and volcanic eruptions.
Discuss appropriate activities for specific seasons in the
2
Philippines
13 Describe the different seasons in the Philippines. 3
Demonstrate rotation and revolution of the Earth using a
globe to explain day and night and the sequence of 2
seasons;
Differentiate between rotation and revolution and
14 6
describe the effects of the Earth’s motions
15 Compare the planets of the solar system. 10
Construct a model of the solar system showing the relative
16 sizes of the planets and their relative distances from the Sun 7
.
 GRADE 7 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
1 Describe the components of a scientific investigation. 6
Describe some properties of metals and non-metals such as
3
luster, malleability, ductility, and conductivity.
Recognize that substances are classified into elements
2 10
and compounds
Investigate properties of acidic and basic mixtures using
4
natural indicators; and
Distinguish mixtures from substances based on a set of
3 7
properties
Investigate properties of unsaturated or saturated
4 5
solutions.
Express concentrations of solutions quantitatively by
5 preparing different concentrations of mixtures according 5
to uses and availability of materials.
Quarter 2
Identify parts of the microscope and their
6 3
functions.
7 Focus specimens using the compound microscope. 3
Describe the different levels of biological organization
8 4
from cell to biosphere.
Differentiate plant and animal cells according to
9 4
presence or absence of certain organelles.
Explain why the cell is considered the basic structural and
10 3
functional unit of all organisms.
Identify beneficial and harmful microorganisms. 3
Describe the process of fertilization. 1
Differentiate asexual from sexual reproduction in terms of:
11 1. number of individuals involved 5
2. similarities of offspring to parents.
Differentiate biotic from abiotic components of an
12 5
ecosystem.
Describe the different ecological relationships found in an
13 3
ecosystem.
Predict the effect of changes in one population on other
3
populations in the ecosystem.
Predict the effect of changes in abiotic factors on the
14 3
ecosystem.
Quarter 3
Describe the motion of an object in terms of
15 distance or displacement, speed or velocity, and 8
acceleration.
Differentiate quantities in terms of magnitude and
3
direction.
Create and interpret visual representation of the motion of
16 2
objects such as tape charts and motion graphs.
Differentiate transverse from longitudinal waves, and
2
mechanical from electromagnetic waves;
17 Infer that waves carry energy. 3
Describe how organisms produce, transmit, and receive
sound of various frequencies (infrasonic, audible, and 2
ultrasonic sound).
Explain sound production in the human voice box, and
how pitch, loudness, and quality of sound vary from one 2
person to another.
Describe the characteristics of sound using the concepts
18 3
of wavelength, velocity, and amplitude.
Infer that light travels in a straight line. 2
Relate the characteristics of waves; 2
Explain color and intensity of light in terms of its
19 3
wave characteristics
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
20 Infer the conditions necessary for heat transfer to occur. 5
21 Describe the different types of charging processes. 3
Quarter 4
Describe the location of the Philippines with respect
4
to the continents and oceans of the world.
Demonstrate how places on Earth may be
22 4
located using a coordinate system.
Recognize that soil, water, rocks, coal, and other fossil
6
fuels are Earth materials that people use as resources.
Cite and explain ways of using Earth’s resources
23 6
sustainably.
Explain how some human activities affect the
3
atmosphere.
Discuss how energy from the Sun interacts with the layers
24 5
of the atmosphere.
Describe the effects of certain weather systems in the
2
Philippines.
Account for the occurrence of land and sea breezes,
25 3
monsoons, and inter-tropical convergence zone (ITCZ).
Show what causes change inthe seasons in the Philippines
1
using models;
Using models, relate:
1. the tilt of the Earth tothe length of daytime;
2. the length of daytime tothe amount of energy
received;
3. the position of the Earth in its orbit to the height of
26 2
the Sun in the sky;
4. the height of the Sun inthe sky to the amount of
energy received;
5. the latitude of an area tothe amount of energy
the area receives
Collect, record, and report data on the beliefs and
2
practices of the community in relation to eclipses
27 Explain how solar and lunar eclipses occur using models 2
 GRADE 8 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Investigate the relationship between the amount of force
1 applied and the mass of the object to the amount of 3
change in the object’s motion.
Demonstrate how a body responds to changes in motion. 1
Infer that when a body exerts a force on another, an
2 4
equal amount of force is exerted back on it.
Infer that circular motion requires the application of
2
constant force directed toward the center of the circle.
Relate the laws of motion to bodies in uniform circular
3 3
motion.
Identify situations in which work is done and in which
2
no work is done.
4 Describe how work is related to power and energy. 2
Differentiate potential and kinetic energy. 2
Identify and explain the factors that affect potential and
5 2
kinetic energy.
Infer how the movement of particles of an object
2
affects the speed of sound through it.
Investigate the effect of temperature to speed of
6 2
sound.
Demonstrate the existence of the color components
1
of visible light using a prism or diffraction grating.
Explain that red is the least bent and violet the most
1
bent according to their wavelengths or frequencies
Explain the hierarchy of colors in relation to energy of
7 2
visible light.
Differentiate between heat and temperature at the
8 3
molecular level.
9 Infer the relationship between current and voltage. 2
Differentiate electrical power and electrical energy. 1
Explain the advantages and disadvantages of series
10 2
and parallel connections in homes.
Explain the functions of circuit breakers, fuses,
11 earthing, double insulation, and other safety devices 3
in the home.
Quarter 2
Using models or illustrations, explain how
12 5
movements along faults generate earthquakes.
Differentiate the:
1. epicenter of an earthquake from its focus;
13 7
2. intensity of an earthquake from its magnitude;
3. active and inactive faults.
Demonstrate how underwater earthquakes generate
3
tsunamis.
Explain how earthquake waves provide information
14 4
about the interior of the earth.
Explain how typhoons develop. 2
Infer why the Philippines is prone to typhoons. 2
Explain how landmasses and bodies of water
2
affect typhoons;
Explain how typhoon develops and how it is
15 3
affected by landmasses and bodies of water.
Trace the path of typhoons that enter the Philippine Area
16 5
of Responsibility (PAR) using a map and tracking data;
Predict the appearance of comets based on recorded
2
data of previous.
Explain the regular occurrence of meteor showers. 1
17 Compare and contrast comets, meteors, and asteroids. 4
Quarter 3
18 Explain the properties of solids, liquids, and gases 10
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
based on the particle nature of matter.
Explain physical changes in terms of the arrangement and
19 6
motion of atoms and molecules.
Determine the number of protons, neutrons, and electrons
20 13
in a particular atom.
Trace the development of the periodic table from
observations based on similarities in properties of 4
elements.
Use the periodic table to predict the chemical behavior
21 7
of an element.
Quarter 4
Identify healthful practices that affect the
1
digestive system.
Explain how diseases of the digestive system are
2
prevented, detected, and treated.
Explain ingestion, absorption, assimilation, and
22 5
excretion.
Compare mitosis and meiosis, and their role in the cell-
23 5
division cycle.
Explain the significance of meiosis in maintaining the
24 2
chromosome number.
Predict phenotypic expressions of traits following simple
25 5
patterns of inheritance.
26 Explain the concept of a species. 2
27 Classify organisms using hierarchical taxonomic system. 4
Explain the advantage of high biodiversity in
28 3
maintaining the stability of an ecosystem.
Describe the transfer of energy through the
29 3
trophic levels.
Analyze the roles of organisms in the cycling of
30 3
materials.
31 Explain how materials cycle in an ecosystem. 3
Suggest ways to minimize human impact on the
32 2
environment .
 GRADE 9 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Explain how the respiratory and circulatory systems work
1 together to transport nutrients, gases, and other 10
molecules to and from the different parts of the body.
Infer how one’s lifestyle can affect the functioning of
2 5
respiratory and circulatory systems.
Describe the location of genes in chromosomes. 2
3 Explain the different patterns of Non-Mendelian inheritance. 10
Relate species extinction to the failure of populations of
4 organisms to adapt to abrupt changes in the
environment. 3

Differentiate basic features and importance of

5 10
photosynthesis and respiration.
Quarter 2
Describe how Bohr model of the atom improved
2
Rutherford`s atomic model
Explain how the Quantum Mechanical Model of the atom
6 4
describes the energies and positions of the electrons
Explain the formation of ionic and covalent bonds. 4
Recognize different types of compounds (ionic or
covalent) based on their properties such as melting point,
7 6
hardness, polarity, and electrical and thermal
conductivity.
Explain properties of metals in terms of their structure. 2
8 Explain how ions are formed. 4
Explain how the structure of the carbon atom
9 affects the type of bonds it forms. 5

Recognize the general classes and uses of organic

10 4
compounds.
11 Use the mole concept to express mass of substances. 4
Determine the percentage composition of a compound
12 5
given its chemical formula and vice versa.
Quarter 3
Describe the different types of volcanoes 2
Describe the different types of volcanoes and volcanic
13 5
eruption.
Differentiate between active and inactive volcanoes. 5
14 Explain what happens when volcanoes erupt. 6
Illustrate how energy from volcanoes may be tapped for
15 5
human use.
Explain how different factors affect the climate of an area.
16 5
Describe certain climatic phenomena that occur on a
17 3
global level.
Infer the characteristics of stars based on the
2
characteristics of the Sun.
Infer that the arrangement of stars in a group
2
(constellation) does not change.
Observe that the position of a constellation changes in the
3
course of a night.
Show which constellations may be observed at different
18 2
times of the year using models.
Quarter 4
Describe the horizontal and vertical motions of a
19
projectile; 6
Investigate the relationship between the angle of release
20 1
and the height and range of the projectile;
Examine effects and predict causes of collision- related
2
damages/injuries;
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught

Relate impulse and momentum to collision of objects (e.g.,

21 2
vehicular collision);
Explain energy transformation in various activities/events
4
(e.g., waterfalls, archery, amusement rides);
Infer that the total momentum before and after collision is
22 4
equal;
Infer that the total mechanical energy remains the same
3
during any process;
Explain why machines are never 100-percent efficient; 2
Perform activities to demonstrate conservation of
23 3
mechanical energy;
24 Construct a model to demonstrate that heat can do work; 3
Infer that heat transfer can be used to do work, and that
2
work involves the release of heat.
Explain how heat transfer and energy transformation make
25 3
heat engines like geothermal plants work ; and
Explain how electrical energy is generated, transmitted,
26 5
and distributed.
 GRADE 10 – SCIENCE

Most Essential Learning No. of Days

Quarter Learning Competencies
Competencies (MELC) Taught
Quarter 1
Describe the distribution of active volcanoes, earthquake
2
epicenters, and major mountain belts;
Describe and relate the distribution of active volcanoes,
1 earthquake epicenters, and major mountain belts to Plate 6
Tectonic Theory;
2 Describe the different types of plate boundaries. 5
Explain the different processes that occur along the
3 8
plate boundaries.
Describe the internal structure of the Earth. 4
4 Describe the possible causes of plate movement. 7
Enumerate the lines of evidence that support plate
5 8
movement.
Quarter 2
Compare the relative wavelengths of different forms of
6 6
electromagnetic waves.
Cite examples of practical applications of the different
7 regions of EM waves, such as the use of radio waves in 4
telecommunications.
Explain the effects of EM radiation on living things and
8 5
the environment.
Predict the qualitative characteristics (orientation, type,
9 and magnification) of images formed by plane and 6
curved mirrors and lenses.
Apply ray diagramming techniques in describing the
4
characteristics and positions of images formed by lenses.
Identify ways in which the properties of mirrors and
10 lenses determine their use in optical instruments (e.g., 5
cameras and binoculars.
Demonstrate the generation of electricity by movement
of a magnet through a coil. 3

Explain the operation of a simple electric motor and

11 7
generator.
Quarter 3
Describe the parts of the reproductive system and their
2
functions.
Explain the role of hormones involved in the female and
12 6
male reproductive systems.
Describe the feedback mechanisms
13 involved in regulating processes in the female 6
reproductive system (e.g., menstrual cycle).
Describe how the nervous system coordinates and
14 regulates these feedback mechanisms to maintain 5
homeostasis.
15 Explain how protein is made using information from DNA. 7
Explain how mutations may cause
16 3
changes in the structure and function of a protein.
Explain how fossil records, comparative anatomy, and
17 2
genetic information provide evidence for evolution.
18 Explain the occurrence of evolution. 3
Explain how species diversity
19 increases the probability of adaptation and survival of 3
organisms in changing environments.
Suggest ways to minimize human impact on the
1
environment.
Explain the relationship between population growth and
20 2
carrying capacity.
Quarter 4
Investigate the relationship between:
21 12
1. volume and pressure at constant temperature of a
 Most Essential Learning No. of Days
Quarter Learning Competencies
Competencies (MELC) Taught
gas;
2. volume and temperature at constant pressure of a
gas;
3. explains these relationships using the kinetic
molecular theory.
Recognize the major categories of biomolecules such as
22 8
carbohydrates, lipids, proteins, and nucleic acids.
Apply the principles of conservation of mass
23 8
to chemical reactions.
Explain how the factors affecting rates
of chemical reactions are applied in food preservation
24 12
and materials production, control of fire, pollution, and
corrosion.