Grade Level: 8

Subject: Science
Quarter: First
Unit / Domain / Content: Force, Motion, and Energy
Writer: Jovan A. Amihan
Content Performance Formation Learning Transfer Performance Essential Essential
Content Assessment Activities
Standards Standards Standards Competencies Goal Task Understanding Question
 The The Learners The learners The Learners Students on Goal: Students will What can Diagnostic Group
Learners shall be able will become should be their own Your task is to understand be -Paper and activity
1. Laws of demonstrat to: passionate able to: will be able develop a that the develop pencil
Motion e an about truth to develop a written Newton’s Laws from the -recitation Teacher
understandi and written “Newton ‘s of motion can Newton’s discussion
ng of: knowledge. ‘’Newton’s Olympics”. develop a laws of Formative
Olympics to “Newton‘s motion? - -
1.1 Law of Newton ‘s develop a Core values: 1.investigate make logical Role: Olympics”. brainstormi demonstrati
Inertia three laws written plan truth, the reasoning in You are a ng on
1.2 Law of of motion and wisdom, relationship the day to writer. -quiz
Acceleration and uniform implement a appreciation, between the day activities. -seatwork -develop a
1.3 Law of circular “Newton ‘s creativity, amount of Audience: “Newton ‘s
Interaction motion Olympics” harmony and force applied Your clients are Summative Olympics”
understandin and the mass your reader. -long quiz
g of the object -
to the amount Situation: performanc
of change in The challenge e task
the object ‘s involves writing -
motion; a game that is
2. infer that by station.
when a body Each of the
exerts a force game involves
on another, the three
an equal Newton’s laws
amount of of motion.
force is
exerted back Product:
on it; You will publish
3. a “Newton ‘s
demonstrate Olympics”
how a body catalog. That
responds to includes the
changes in mechanics.
motion;
 Rubrics
CATEGORY 4 3 2 1 Total
The Newton’s laws of
NEWTON’S LAWS OF The Newton’s laws of The Newton’s laws of The Newton’s laws of
motion are rarely
MOTION motion are consistently motion are generally motion are occasionally
present in every
present in every game present in every game present in every game
game .

The mechanics of the

MECHANICS OF THE The mechanics of the The mechanics of the The mechanics of the
games are
GAME games are generally games lack clarity and games are unclear and
exceptionally clear and
clear and able to follow difficult to follow impossible to follow
easy to follow

CREATIVITY AND The Newton’s Olympics The Newton’s Olympics The Newton’s Olympics The Newton’s
ORIGINALITY is completely from the is generally from the is partially from the Olympics is from the
learners learners learners other source.

DATE OF SUBMISSION Submitted two days or

Submitted before the Submitted on the Submitted a day after
more after the
deadline deadline the deadline
deadline

TRANSMUTATION OF SCORE TO GRADE

SCORE 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

GRADE 100 98 96 94 92 90 88 85 83 81 79 77 75 74 72 70
 Grade Level: 8
Subject: Science
Quarter: Second
Unit / Domain / Content: Earth and Science
Writer: Jovan A. Amihan
Content Performance Formation Learning Transfer Performance Essential Essential
Content Assessment Activities
Standards Standards Standards Competencies Goal Task Understanding Question
 The The learners The learners The learners Students on Goal: Students will What are Diagnostic -Video
learners shall be able will become should be their own Your task is to understand importan -picture presentation
1. demonstrat to: advocates of able to… will make an make an that t as for analysis -earthquake
Earthquakes e an awareness emergency emergency emergency prepared -recitation drill
and Faults understandi and plan and plan and plans and ness
1.1 ng of: mitigation of prepare an prepare an emergency kit incased Formative Group
Active and 1. participate natural 1. using emergency emergency kit. are important of -oral activity-
inactive the in decision calamities. models or kit for use in for natural recitation develop an
faults 1.2 relationship making on illustrations, school in Role: preparedness disaster -quiz emergency
How between where to Core values: explain how case of any You are an incased of and plan and
movements faults and build Awareness, movements emergency. emergency emergency like emergen Summative prepare
along faults earthquakes structures compassion, along faults plan developer earthquake cy ? -paper and emergency
generate based on responsible. generate and a layout and/or any pencil test kit for use in
earthquakes knowledge of earthquakes; artist at Red disaster . - school
1.3 How the location 2. Cross. performanc
earthquakes of active differentiate e task
generate faults in the the 2.1 Audience:
tsunamis community epicenter of Your client
1.4 an earthquake is the school.
Earthquake from its focus;
focus and 2. make an 2.2 intensity Situation:
epicenter emergency of an The challenge
1.5 plan and earthquake involves
Earthquake prepare an from its investigating
intensity emergency magnitude; the perimeter
and kit for use at 2.3 active and and the
magnitude home and in inactive faults; building
1.6 school 3. structure of the
Earthquake demonstrate school.
preparedne how
ss 1.7 How underwater Product:
earthquake earthquakes As a group you
waves generate need to
provide tsunamis develop an
 Rubrics
CATEGORY 4 3 2 1 Total

Accurate and detailed Accurate information for Lacking accurate

Information is not
Illustration information, original and almost all matter , information, design
accurate, design is dull
creative design is adequate ;lacks creativity
The Emergency plan The Emergency plan
procedures are The Emergency plan The Emergency plan
procedures are serious
thorough, complete, procedures are procedures are
Emergency plan misconceptions,
exceptionally clear and substantial, generally incomplete, lacks clarity
unclear and impossible
easy to follow. clear, easy to follow and difficult to follow
to follow
The product is done The product is done
The product is done
completely by the partially from the group The product is from
Collaboration generally by the learners
learners within the and some from the other source/s.
within the group
group other’s/s’ help
Date of Submission Submitted before the Submitted on the Submitted a day after Submitted two days or
deadline deadline the deadline more after the deadline

TRANSMUTATION OF SCORE TO GRADE

SCORE 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

GRADE 100 98 96 94 92 90 88 85 83 81 79 77 75 74 72 70
 Grade Level: 8
Subject: Science
Quarter: Third
Unit / Domain / Content: Matter
Writer: Jovan A. Amihan

Content Performance Formation Learning Transfer Performance Essential Essential

Content Assessment Activities
Standards Standards Standards Competencies Goal Task Understanding Question
 The The learners The learners The learners Students on Goal: Students will What Diagnostic -individual
learners shall be able will become should be their own Your task is to understand determin -recitation sheet work
1. The demonstrat to: appreciative able to… should be design an that the es the
Particle e an of nature. able to illustration of particle nature water Formative -group
Nature of understandi design an how water of matter behavior -lab activity worksheet
Matter ng of: Core values: illustration of behaves in its determines the in -quiz activity
Appreciation how water different states water behavior different -seatwork
1.1 Element present how of nature, 1. explain the behaves in its within the in different states -lab activity
s, the particle water awareness properties of different water cycle. states within within Summative
Compou nature of behaves in its solids, liquids, states within the water the -long quiz -
nds, and matter as different and gases the water Role: cycle. water - performance
Mixture basis for states within based on the cycle to You are an cycle? performanc task
s 1.2 explaining the water particle make one’s artist/illustrato e task
Atoms properties, cycle nature of self r.
and physical matter; informed.
Molecul changes, 2. explain Audience:
es and physical The target
structure of changes in audience is
substances terms of the your teacher
and arrangement and classmate.
mixtures and motion of
atoms and
molecules;
3. determine Situation:
the number of The challenge
2. Atomic protons, involves
Structure the identity neutrons, and designing an
of a electrons in a illustration of
2.1 Protons substance particular how water
2.2 according to atom changes into
Neutrons its atomic different states
2.3 structure 4. trace the in the water
Electrons development cycle.
of the periodic
 Rubrics

CATEGORY 4 3 2 1 Total

Presentation was very

Presentation was well Presentation was short, Presentation lacks
Presentation creative, excellently
done and creative lacks creativity effort
done
Illustration has weak
Illustration is very well Illustration needs to
Illustration is organized evidence of
Content organized and all are improve organization,
and most are correct organization, few are
correct some are correct
correct
Main purpose is clearly Illustration do not
Main purpose is clearly Main purpose is not
Focus and effectively serve the main
illustrated clearly illustrated
illustrated purpose

Submitted before the Submitted on the Submitted a day after Submitted days after
Date of submission
deadline deadline the deadline the deadline

Grade : Over-all
TRANSMUTATION OF SCORE TO GRADE score:

SCORE 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

GRADE 100 98 96 94 92 90 88 85 83 81 79 77 75 74 72 70
 Grade Level: 8
Subject: Science
Quarter: Fourth
Unit / Domain / Content: Living Things and Their Environment
Writer: Jovan A. Amihan

Content Performance Formation Learning Transfer Performance Essential Essential

Content Assessment Activities
Standards Standards Standards Competencies Goal Task Understanding Question
1. The The learners The learners The learners Students on Goal: Students will What can Diagnostic Picture
Structures learners shall be able will become should be their own Your task is to understand results to -recitation analysis
and demonstrat to: advocates of able to… will be able present an that nutrient nutrient -word
Functions: e an healthy and to analyzed analysis of the deficiency in deficienc search Video
Focus on understandi sound body the deficient diseases the body can y in the presentation
the ng of: and nutrients in resulting from results to body? Formative
Digestive appreciation the body of nutrient diseases. -flowchart Word search
System of individual 1. explain different deficiency. -quiz
uniqueness. ingestion, diseases in Discussion
1.1 Organs present an absorption, order make a Role: Summative
of the 1. the analysis of Core values: assimilation, proper You are a -long quiz Oral
digestive digestive the data Love and and treatment health worker - recitation
system and system and gathered on concern for excretion. and in your locality. performanc
their its diseases every medication e task Performance
interaction interaction resulting organisms, to the Audience: task
with organs with the from nutrient care, patient. The target
of the circulatory, deficiency awareness, audience is
respiratory, respiratory, understandin your teacher
circulatory, and g, and
and excretory appreciative classmates.
excretory systems in of nature,
systems providing thoughtful of 2. explain how Situation:
the body others diseases of The challenge
with ,advocates of the digestive involves
nutrients for the system are gathering and
1.2 Changes energy reservation, prevented, analyzing data
in food as it preservation detected, and to identify the
undergoes 2. diseases and treated deficient
physical and that result protection of nutrients of
chemical from nature, different
digestion nutrient health diseases.
deficiency awareness
1.3 Diseases and Performance:
resulting ingestion of You will create
 Rubrics
Presentation of Analysis

CATEGORY 4 3 2 1 Total
Presentation was very
Presentation was well Presentation was short, Presentation lacks
Presentation creative, excellently
done and creative lacks creativity effort
done
Data has weak
Data is very well Data needs to improve
Data is organized and evidence of
Data organized and all are organization, some are
most are correct organization, few are
correct correct
correct
Student is able to Student is able to Student is able to Student is unable to
accurately answer accurately answer most accurately answer few accurately answer
Comprehension almost all questions questions posed by questions posed by questions posed by
posed by classmate classmates about the classmates about the classmates about the
about the topic topic topic topic

Stands up straight, looks

Stands up straight and
relaxed and confident. Sometimes stands up Slouches and or does
establishes eye contact
Posture and eye contact Establishes eye contact straight and establishes not look at people
with everyone in the
with everyone in the eye contact during the report
room during the report
room during the report
 Grade : Over-all
score:

TRANSMUTATION OF SCORE TO GRADE

SCORE 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

GRADE 100 98 96 94 92 90 88 85 83 81 79 77 75 74 72 70