LIPA MONTESSORI SCHOOL OF LEARNING, INC.

TRANSVILLE HOMES, BANAYBANAY, LIPA CITY

Tel. #: (043) 404-0727 / 741-6576
E mail Add.: lipamontessori97@yahoo.com

CURRICULUM MAP

GRADE LEVEL: 10- SCIENCE TEACHER: Desiree S. Torres

VISION: LMSOL envisions every learner to be globally competitive in the challenges of life and changing times.
MISSION: To promote the holistic development of the child, the man to be.

UNIT INSTITU
TERM CONTENT
TOPIC: PERFORMANCE TIONAL
(NO.): STANDARD MELCs UNPACKED MELCs ASSESSMENT ACTIVITIES RESOURCES CORE
CONTEN STANDARD (PS)
MONTH (CS) VALUES
T
Quarter 1. Plate The learners The learners The learners…
One Tectonics demonstrate should be able to: Describe and relate  Describe earth as a A1. Pre A1. - Science Authenti
Week 1- 1.1 understanding (1) demonstrate the distribution of planet; (A) Assessment: Individualized Links 10 city
3 Distribution of the ways to ensure active volcanoes,  Explain Plate Anticipation/Predic journal writing - Textbook Collabor
Tectonic Theory; (M) - PEAC LM
1.1.1 relationship disaster earthquake tion Guide activities ation,
 Analyze the pg. 14
volcanoes among the preparedness epicenters, and major A1.1. P2: A Quick A1.1.Formative Interpers
relationship among
1.1.2 locations of during earthquakes, mountain belts to the locations of Tour of Plate Assessment: onal
earthquake volcanoes, tsunamis, and Plate Tectonic volcanoes, epicenters Tectonics Pre-test of
epicenters earthquake volcanic eruptions; Theory; and mountain ranges; A1.2 Cooperative Plate Unit
1.1.3 epicenters, and and (M) group learning A1.2.
mountain mountain (2)suggest ways by Questioning
ranges ranges. which he/she can  Describe what a plate
boundary is;(A) - Science
1.2 Plate contribute to Describe the different A2. KWL Chart A2. SNACK Teamwo
 Compare and contrast Links 10
Week 4 boundaries government efforts types of plate A2.1. Group Tectonics - http://sepup rk,
boundaries; the three types of Activity
1.3 in reducing damage plate boundaries and A2.1. lhs.org/mid Collabor
Processes due to earthquakes, A2.2. Push the Simulation dle/iaes/stu ation,
their features; (A)
and tsunamis, and  Locate the different boundaries A2.2. Learning dents/simul Critical
plate boundaries on A2.3. Quiz ations/SEP
landforms volcanic eruptions. Stations thinking
 along plate Earth; (T) U_Plate_si
boundaries mulation.s
1.4 Internal wf
- Science
structure of
Links
the (Websites)
Earth - PEAC LM
1.5 15-18
Mechanism - Textbook
(possible
causes  Outline the different - Science
Explain the different landforms along plate Links
of
boundaries; (T) - www.puzzl
movement) processes that occur A3. Q and A A3. Socialized Critical
 Explain the process emaker.co
Week 5- 1.6 along the plate A3.1. 2-column Recitation m thinking
boundaries; involved in land note
6 Evidence of formation; (M) A3.1. 2-column Knowle
plate A3.2. Quiz note dge
 Link the processes
movement and landforms to
tectonic plates; (M)

Describe the possible  Explain the process - https://ww

of convection; (M) w.npsd.k12
causes of plate
 Explain how a A4. Reading .nj.us/cms/l Critical
movement; A4. Worksheet
convection current is ib04/NJ010 thinking
A4.1. Venn lecture
related to the 01216/Cent
Week 7 Diagram A4.1. ,
movement of the ricity/Dom
plates; (M) Experiment ain/221/Pa Knowle
 Compare and contrast A4.2. ngaea dge
ridge and slab pull; Discussion %20lab
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com/watch
Enumerate the lines of  Compile the different ?
evidences of plate v=0PpRw
evidence that support
movements; (T) WglcHM
plate movement.  Conform or - Science
contradict the A5. Rating chart
 different evidences of A5.1 Exit pass A5. Video Links Teamwo
plate movements; A5.2.Answering watching pp.14-15 rk,
Week 8 (M) guide questions A5.1. Collabor
 Demonstrate ways to A5.3. Gear Up Socialized ation,
ensure disaster
Discussion Interpers
preparedness during
earthquakes, A5.2. Video onal
tsunamis, and Watching skills
volcanic eruptions; A5.3.
(T) Experiment
 Suggest ways by
which one can
contribute to
government efforts in
reducing damage due
to earthquakes,
tsunamis, and
volcanic eruptions.
(M)
 LIPA MONTESSORI SCHOOL OF LEARNING, INC.
PERFORMANCE STANDARD
The learner should be able to demonstrate ways to ensure
disaster preparedness during earthquakes, tsunamis, and
volcanic eruptions.
TRANSVILLE HOMES, BANAYBANAY, LIPA CITY
Tel. #: (043) 404-0727 / 741-6576
E mail Add.: lipamontessori97@yahoo.com
TRANSFER GOAL
Students on their own and in the long run will be able to
launch a campaign that is focused on creating awareness
and preparedness during geological events.
PERFORMANCE TASK
GRASPS: In 2013, a total of 1,193 earthquakes with a magnitude
ranging from 5-9.9 were recorded in the world history. The quake
in Bohol, which occurred on October 15, ranked 2nd place in terms
of death toll. Some analysts state that one factor that contributes to
the number of fatalities during natural calamities is lack of
knowledge on disaster preparedness among Filipinos.
To address this concern, your school will be holding a one-day art
festival to demonstrate understanding of plate tectonics at the
same time, tsunamis and volcanic eruptions. You can either be a
filmmaker, web designer or visual artist. Your task is to gather
materials (photographs, video clips) and information about major
geological events which occurred in 2013. It is a must that you
include in your material the steps to be undertaken to ensure
preparedness during the said calamities.
You may create any of these products:
1. A short teledrama that re-enacts the darkest hours of the
Filipinos during the earthquake in Bohol. Historical
structures damaged by the event should be enumerated
and presented.
2. A slide presentation about Japan’s recovery after it was
hit by a tsunami. The location of Japan and the frequency
of earthquakes in its boundaries should be given
importance during the filmmaking.
3. A visual presentation (photos essay, paintings, tc.)
depicting the impacts of volcanic eruption in a province or
country of your choice.

CRITERIA
4 3
Displays a clear picture of what
learners are trying to achieve. It is
centered on a concept that shows
highly developed awareness and
Concept preparedness during geological
events. Adequate description of what
they are trying to do and generally
how his/her work will contribute to
the final project.
The storyboard illustrates a The storyboard is easy to read and most
presentation that is easy to
comprehend. All elements are clearly
written, labelled, or drawn with no
mistakes on grammar and spellings.
Script/Storyboard
Presentation is structured with
thumbnail, notes of propose
transition, special effects sound and
title tracks include: text, color,
placement, graphics, etc.
The content includes a clear
statement of purpose or theme and is
creative, compelling and creatively
written.
A rich variety of supporting
Content/Organizatio information in the video contributes
n to the understanding of the project’s
main idea. Events and messages are
presented in a logical order. Includes
properly cited sources.
Quality Movie was completed and had all
required elements. The video was
well edited and transits smoothly
from scene to scene with proper use
of transitions.
Audio and other enhancements were
RUBRICS
DESCRIPTION
2 1
Has a fairly clear picture of what they Has brained storm their concept, but Little effort has been spent on
are trying to achieve. It is closely related no clear focus has emerged. brainstorming and refining a
to the concept and shoes developed Goals/final product not clearly concept. Unclear on the goals and
awareness and preparedness during defined. how the project objective will be
geological events. Can describe what met.
they are trying to do overall but has
trouble describing how his/her work will
contribute to the final project.
The storyboard is hard to read with There is no evidence of a
elements are clearly written, labelled or incomprehensible labels and storyboard or script.
drawn with little mistakes on grammar drawings. Grammars and spellings
and spellings. Presentation includes are generally incorrect. The
thumbnail sketches of each video scene thumbnails sketches on the
and includes text for each segment of storyboard are not in logical
the presentation, description of sequence and do not provide
background audio for each scene and complete descriptions of the video
notes about proposed shots and scenes, audio background, or notes
dialogue. about the dialogue.
Information is presented as connected The content does not present a Content lacks of central theme,
theme with accurate, current supporting clearly stated theme, is vague, and clear point of view and logical
information that contributes to sme of the supporting information sequence of information.
understanding the project’s main idea. does not seem to fit the main idea or Much of the supporting information
The content includes the clear point of appears as a disconnected series of is irrelevant to the overall message.
view with a progression of ideas and scenes with no unifying idea. The viewer is unsure what the
supporting information. Includes Includes few citations and few facts. message is because there is little
properly cited sources. persuasive information and only
one or two facts about the topic are
articulated. Information is incorrect,
out of date or incomplete. No
citation included.
Movie was completed and contained all Movie was made, but had very little There was no movie or video was
required items. Editing was not done as if any editing. totally unedited with no transitions
well as it should have been. Many poor shots remain. Video was or audio support of any kind.
Editing was not done as well as it should very fragmented and choppy with
have been. Some poor shots remain little to no audio reinforcement.
Movie is still somewhat choppy. Audio
 well used. and other enhancements were utilized
but not for maximum effect.
Learners met and had regular Learners met and had regular Only a couple of team meetings were Meetings were not held and/or
discussions. All learners on the team discussions. Most of the learners on the held. Most of the learners on the some of the team members did not
contributed to the discussions and team contributed to the discussion and team contributed at some level, but a contribute at all to the project. Low
Teamwork were part of the final project. Team were part of the final project. Team majority of the work was done by levels respect were evident within
members showed respect with each members showed respect with each one or two. Several conflicts arose the team. A considerable adult
other. No adult supervision is other. A little adult supervision is that required adult supervision. intervention is required to settle
required. required. issues among the team members.
All project deadlines were met. Most project deadlines were met. Those Many project deadlines were not met, Deadlines were regularly missed,
Timeliness that were late did not have significant resulting in some impact on the having a significant impact on the
impact on the finished project. finished project. final project.

TERM UNIT CONTENT PERFORMANCE MELCs UNPACKED MELCs ASSESSMENT ACTIVITIES RESOURCES INSTITU
(NO.): TOPIC: STANDARD STANDARD (PS) TIONAL
CORE
MONTH CONTEN (CS) VALUES
 T
Quarter 1.Electrom The learner The learner should The learner…
Two magnetic demonstrates be able to: Compare the relative  Describe the forms of A1. Think-Pair- A1. Jumbled - Science Critical
Week 1- Spectrum under6standin (1) make informed wavelengths of electromagnetic Share Letters Module thinking
2 g of: choices on different forms of waves and their A1.1. Sequence A1.1. Research (DepEd) Colllabo
selecting the properties; (A) - Textbook
(1) the electromagnetic Chart A1.2. Picture ration,
right type of  Describe how the - PEAC LM
different waves; electromagnetic A1.3. Slide Analysis pp. 26-27 Respons
mirrors or
regions of the lenses for spectrum is arranged; show/Poster A1.3. Group ibility,
electromagneti specific (A) reporting Creativit
c spectrum; purposes; and  List and compare the A1.4. Song y
(2) the images (2) assemble a different types of EM Analysis
formed by the simple model waves; (T) p
different types of the
relationship  Identify uses for the
of mirrors and - Science
between waves of
lenses; electricity and Cite examples of A2. KUD A2. Baggage Links 10 Creativit
electromagnetic
Week 3- (3) the magnetism. practical applications spectrum; (A) A2.1. Y Chart counter - https://ww y,
4 relationship of the different A2.2. Picturesque A2.1. Group w.youtube. Collabor
between regions of EM waves, Timeline Activity com/watch ation,
?v=CIG-
electricity and such as the use of A2.2. Video Teaming
xGFshms
magnetism in radio waves in watching - https://ima ,
electric motors telecommunications; A2.3. Radio gine.gsfc.n Knowle
and generator. waves in asa.gov/sci dge
Telecommunic ence/toolbo
ation x/emspectr
um1.html
- PEAC LM
pp. 40-41

 Identify the dangers - https://ww

of high level w.youtube.
exposure to radiation; com/watch
Explain the effects of (A) A3. 2-column note A3. Song ? Knowle
EM radiation on  List the sources of A3.1. Four-column A3.1 Compare v=bjOGNV dge
radiation and their H3D4Y
Week 5 living things and the chart and Contrast Creativit
effects to the living - http://www
environment; things and the A3.2. Quiz A3.2. Reading y
.aasc.ucla.e
environment; (T) article du/cab/200 Autono
  Examine how each of A3.3 708230007 my
types electromagnetic Discussion .html
radiation is used or A3.4. OH MY - https://ec.e
found in our uropa.eu/he
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everyday lives; (T) alth/sites/h
RADIATION ealth/files/s
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df
- PEAC LM
pp.43-45

 Describe how light - Textbook

reflects off different
surfaces into the
eyes(upright and
inverted reflections); A4. Answering A4.Experiment
2. Light Predict the qualitative (A) guide questions A4.1. Reading Critical
2.1 characteristics  State the law of A4.1. Answering lecture thinking
Week 6- Reflection (orientation, type, and reflection; (M) guide questions A4.2 Sci- ,
 Distinguish between
7 of Light in magnification) of A4.2. Oral Builder Creativit
specular and diffuse
Mirrors images formed by reflection; (A) presentation A4.3. Case y,
2.2 plane and curved  Apply ray A4.3. Drawing a analysis Autono
Refraction mirrors and lenses; diagramming ray diagram A4.4.Discussio my,
of Light in techniques in A4.4. Answering n (ZOOM) Authenti
Lenses describing the guide questions city
characteristics and A4.5. Oral
position of images
presentation
formed by lenses; (T)
A4.6. Essay
 Explain some optical
effects caused by
refraction; (M)
 Explain how light
changes direction and
speed when it travels
through different
materials; (M)
  Describe how the
human eye focuses
light; (A)

 Describe the
differences between
laser light and
ordinary light; (A) - https://ww
w.youtube.
 Identify and cite uses
com/watch
for lasers and optical
?
fibers; (A)
v=xJ4kv9f
 Explain how optical
S53I
devices use light; (M) A5. Picture Study A5. Picture - https://ww
Identify ways in which A5.1. Recitation Analysis w.youtube. Critical
the properties of A5.1.Video com/watch knowled
mirrors and lenses viewing and ? ge,
Week 8 determine their use in analysis v=XR_Ad Respons
 Explain how KkFX94
optical instruments A5.2. ibility
generators inside the - https://ww
(e.g., cameras and Discussion w.youtube.
dam convert the
binoculars); com/watch
kinetic and potential
energy of the water to ?
electric energy; (M) v=91vXHG
 Explain the mLkSU
generation of - Textbook
electricity by - https://ww
movement of a w.youtube.
magnet through a com/watch
A6. Graphic A6. Frayer ?
coil; (M)
3. Explain the operation  Explain how a organizer Model KWL v=RwilgsQ Authenti
Electricity of a simple electric changing magnetic A6.1. Reflection Chart 9xaM city
and motor and generator; field produces an Writing A6.1. Video Critical
Week 9 Magnetism electric current; (M) viewing and thinking
3.1  Define electromotive analysis
force; (A) A6.2. Lecture
Electromag
netic effects  Explain the operation and clustering
of an electric A6.3 Lab
generator. (M) Activity
 LIPA MONTESSORI SCHOOL OF LEARNING, INC.
PERFORMANCE STANDARD
The learner should be able to make informed choices
on selecting the right type of mirrors or lenses for
specific purposes.
TRANSVILLE HOMES, BANAYBANAY, LIPA CITY
Tel. #: (043) 404-0727 / 741-6576
E mail Add.: lipamontessori97@yahoo.com
TRANSFER GOAL
Students on their own and in the long run will be able
to demonstrate understanding of optics and mirrors.
PERFORMANCE TASK
GRASPS: You are an art major who is asked to incorporate the study of
optics to your course. In one of your class discussions, your professor
mentioned that Art and Physics do intertwine. He gave an example as,
Leonard Shlain, who showed the artists’ images, when superimposed on the
physicists’ concepts, create a compelling fit and relates the specific
artworks of famous artists alongside the world-changing ideas of great
thinkers. Giotto and Galileo, da Vinci and Newton, Picasso and Einstein,
Duchamp and Bohr, Matisse and Heisenberg, and Monet and Minkowski
are few of the provocative pairings.
To veer away from a heavy discussion of physics concepts, the professor
asked your class to relate a specific branch of physics called optics and how
this branch is used as a technique by artists when creating their
masterpieces. You have been asked to lay credence to the claim that art and
optics do mix.You may create any of these products:
1. Create an optical illusions or still pictures that look that they are
moving, such as the famous purple and green rotating snake image.
Use a ¼ illustration board for the image and include a discussion on
what the audience may immediately perceive upon looking at the
poster and what he will discover when he looks closely for the true
meaning of the image.
2. Create a video demonstration discussing how mirrors can be used to
explain the appearance of mirages. You may include in the
discussion the relationship of mirages to the conditions of the
atmosphere, especially the shape of the boundary between the hot
and cold layers of air.
3. Research and prepare a slide presentation having 15-20 slides on
how some of the great artists in history have used optical techniques
(called anamorphosis) to assist them in their creations. Your
presentation must include a copy of the artwork; discuss how optics
was employed in that particular art piece, as well as the effect that
the technique has made in the advancement of culture and arts.

CATEGORY 4 3
Content is accurate, comprehensive
and well-supported; concepts are
fully and properly explained. Insights
Content/Accuracy
are present; optics specific
connection is made. Excellent use of
resources.
Each section in the brochure has a
Organization clear beginning, middle and end.
Graphics go well with the text and
Graphics/Pictures there is a good mix of text and
graphics.
Totally attains the purpose of the
work and insightfully explains at the
same time, reaches out beyond the
task to make provocative queries.
Completeness Shows through the comprehension of
the concepts and text.
Communicates answer clearly and
effectively.
RUBRICS ON LIGHT WAVES
Appropriate details are included;
adequate explanation; optics connection
is present but could be developed
further. More than one resource present.
Almost sections of the brochure have a
clear beginning, middle and end.
Graphics go well with the text, but there
are so many that they distract from the
text.
Finishes substantially the purpose of the
task.
Shows comprehension of major
concepts although some less significant
ideas may be lacking.
Readers can understand the answer
easily
2 1
Poor explanation; inaccurate circular No analysis of topic; no explanation;
motion connection; misinterpret the no optics specific connection; no use
science concepts; one resource for of resources.
sure.
Most sections of the brochure have a Less than half of the sections of the
clear beginning, middle and end. brochure have a clear beginning,
middle and end.
Graphics go well with the text, but Graphics do not go with the
there are too few and the brochure accompanying text or appear to be
seems “text heavy”. randomly chosen.
Partially attains the purpose of the Fails to attain the significant purpose
task, needs further explanations, some of the task, work may need to be
approaches may be ineffective or not refocused; strategy may lead to
relevant, has defective assumptions incompletion.
about the purpose. Shows partial understanding of the
Shows gaps in conceptual concepts, results may not be
understanding. complete or involved weak
Shows only limited results based on arguments.
significant ideas.
 LIPA MONTESSORI SCHOOL OF LEARNING, INC.
TRANSVILLE HOMES, BANAYBANAY, LIPA CITY
Tel. #: (043) 404-0727 / 741-6576
E mail Add.: lipamontessori97@yahoo.com

UNIT INSTITU
TERM CONTENT
TOPIC: PERFORMANCE TIONAL
(NO.): STANDARD MELCs UNPACKED MELCs ASSESSMENT ACTIVITIES RESOURCES CORE
CONTEN STANDARD (PS)
MONTH (CS) VALUES
T
Quarter 1. The learners The learners The learner…
Three Coordinate demonstrate should be able to Explain the role of  Explain the overall A1. Q and A A1. Crossword - Textbook Knowle
Week 1 d an write an essay on hormones involved in role of the endocrine A1.2. Label the puzzle - Science dge
Functions understanding the importance of the female and male system and the Parts (SL) A1.2. Video Links 10 Curiosit
nervous system; (M) - https://ww
of the of: adaptation as a reproductive systems; A1.3. Sci-Builder viewing and y
 Enumerate the major w.hrmvide
Reproducti (1)organisms mechanism for the endocrine glands and A1.4. Mind Games analysis o.com/catal Creative
ve, as having survival of a their function; (A) (SL) A1.3. og/systems thinker
Endocrine, feedback species.  Describe the parts of A1.5. Graphic Discussion -of-the- Risk-
and mechanisms, the nervous system organizer (SL) A1.4. Video body-the- taker
Nervous which and their functions; A1.6. Journal viewing and nervous-
Systems are (A) Writing analysis system
 Describe the diseases - http://www
coordinated by A1.5. Gear Up
of the endocrine .childrensu
the nervous niversity.m
glands and the
and nervous system; (A) anchester.a
endocrine  Identify the parts of c.uk/media/
systems; the reproductive services/the
(2) how these system and their childrensun
feedback functions; (A) iversity
 Describe the role of ofmanchest
mechanisms
hormones in the er/flash/bra
help the in.swf
female and male
organism A2. Flash cards A2. One- - http://outre
reproductive systems;
maintain (M) (SL) minute paper ach.mcb.ha
homeostasis to A21. Label the (SL) rvard.edu/a
reproduce and Parts (SL) A2.1. Reading nimations/b
rainanatom
 survive; lecture y.swf
(3)the - PEAC LM
information pg. 14
stored  Explain the phases of
the ovarian and - http://kidsh
in DNA as
menstrual cycle; (M) ealth.org/m
being used isc/movie/b
to make; odybasics_
(4)proteins female_rep
Week 2 how changes Describe the feedback A3. Online Activity A3. Watching ro.html Autono
in a mechanisms involved (SL) video and my,
DNA molecule in regulating animation clips Knowle
may processes in the A3.1. Reading dge
 Understand more - PEAC LM
cause changes female reproductive lecture pg. 18
about homoestasis
in its system (e.g., - http://www
and learn how this
product; menstrual process maintain .health
(4)mutations cycle); things relatively .qld.gov.au
that occur stable internal /sexhealth/
Week 3 in sex cells as Describe how the environment; (M) A4. Unlocking of A4. Unlocking movies/rep Critical
 Differentiate roductive_c
being nervous system difficult terms of difficult thinking
negative and positive ycle.swf
heritable; coordinates and A4.1. Journal terms - http://www Authenti
(5)how regulates these feedback mechanism; writing A4.1. Video city
(A) .123esaaf.c
evolution feedback A4.2. Sci-builder viewing and om/Atlas?
 Explain how the
through mechanisms to analysis REproducti
negative feedback
natural maintain A4.2. Reading ve_01.swf
mechanism helps the
selection can homeostasis; body to achieve lecture
result in optimum body
biodiversity; functions; (M)
(6) the
influence of
biodiversity on  Perform extraction of
DNA from a selected - https://educ
the
fruit; (T) ationalgam
stability of
 Identify the three es.nobelpri
ecosystems; main parts of a ze.org/educ
(7)an nucleotide; (A) ational/med
ecosystem as  Explain how the icine/dna_d
being capable information in the ouble_helix
 2. of DNA allows the A5. Launch /dnahelix.h
Week 4 Heredity: supporting a Explain how protein is transfer of genetic A5. Answering Pad tml Creativit
Inheritanc limited made using information and Guide Questions A5.1. Create a - http://ww. y,
synthesis of proteins; w.pbs.org/
e and number of information A5.1. Sci-builder DNA Model Critical
(M) wgbh/aso/tr
Variation organisms; from DNA; A5.2. Games A5.2. thinking
 Identify the proper yit/dna/sho
arrangement of DNA Discussion ckwave.ht ,
subunits and A5.3. ml Knowle
nitrogenous base Uncovering - Textbook dge
pairs; (A) Mendel’s - PEAC LM
 Understand the “hereditary pp. 55-57
process of protein factors”
synthesis; (M)
 Recognize the
difference between
RNA and DNA
molecule;

 Identify the proper

sequence of the
transcription process;
(A) - Textbook
 Describe how - PEAC LM
ribosomes utilize pp.68-70
mRNA, tRNA, and
amino acids to
manufacture a
protein; (A)
 Illustrate and explain
the process of
transcription and A6. Wordstorm
translation; (T)
Week 4 Explain how A6. Answering A6.1. Launch Adaptab
 Determine the order
mutations of amino acids coded guide questions Pad ility
may cause changes in by the mRNA given A6.1. Recitation A6.2. Self-
the structure and the sequence of A6.2 Games Molecular directed
function of a protein; mRNA bases and an A6.3 Base Pairing Model: mRNA Curiosit
amino acid decoding (TB) and tRNA y
table; (A) A6.4. Getting to A6.3. Creativit
 Be familiar with the
Know Amino Discussion y
 types of Acids (TB) A6.4. Risk-
chromosomal “Transcribe taking
mutations; (A) and Translate”

 Describe how fossil

re cords, comparative
anatomy, and genetic
information provide
evidence for
evolution; (A)
 Identify direct and - Textbook
direct evidences of - PEAC LM
evolution; (A) pp.108-109
 Describe how fossils - http://whc.
are formed in unesco.org/
different ways; (A) en/list/1/
 Explain how
structural differences
and similarities,
genetic information,
3. and fossil records A7. Adaptab
Week 5 Biodiversit Explain how fossil provide evidence of A7. Guide Wordstorm ility
evolution; (M)
y and records, comparative Questions A7.1. Launch Managin
Evolution anatomy, and genetic A7.1. Sci-builder Pad g
 Learn and understand
information provide the occurrence of A7.2. Gear Up A7.2. Frayer complex
evidence for evolution; (M) Model for ity
evolution;  Understand the Fossils
theory of natural A7.3.
selection by Charles Discussion
Darwin and other A7.4. Virtual
theories of evolution; Fieldtrip
(M)
 Explain the types and - Textbook
causes of speciation; - PEAC LM
(M) pp.115-116

 Discuss how species

diversity increases
the probability of
 adaptation and
survival of organisms
in changing
environments; (M)
A8. Term Adaptab
 Identify the role of
Week 6 Explain the A8. KWL Chart Evolution (TB) iliy
keystone species in
occurrence of maintaining the A8.1. Sci- Builder A8.1. Launch Managin
evolution; stability of A8.2. Q and A Pad g
environments; (A) A8.2. - Textbook complex
 Recognize the threats Discussion - http://learni ity
to species diversity; A8.3. Video ngcenter.ns Self-
(A) ta.org/my_l
viewing and direction
earning_ce
analysis nter/sciguid Curiosit
 Explain and compare A8.4. y
the different modes es/files/Li
“Thinkpad” mitingFact Creativit
of population growth
in the biosphere to ors.swf y
that of the human - PEAC LM
population; (M) pp. 111- Adaptab
 Describe the 113
4. A9. Wordstorm iliy
Week 7 Ecosystems Explain how species relationship between A9. Answering A9.1. Launch Managin
4.1 Flow of diversity increases the population growth Guide questions Pad g
and carrying
Energy and probability of A9.1 Biodiversity A9.2. complex
capacity; (A)
Matter in adaptation and  Explain how limiting of Different Biodivesity ity
- Textbook
Ecosystems survival of organisms factors affect Biomes Index - PEAC LM Self-
4.2 in changing population growth; A9.2. A Closer A9.3. p. 160 direction
Biodiversit environments; (M) Look to Discussion ,
y and  Explain the impact of Biodiversity A9.4. Mission: Curiosit
Stability rapid population Adaptation y,
4.3 growth on the Creativit
environment; (M)
Population y, Risk-
 Suggest ways on how
Growth and to minimize the taking
Carrying impact of human
Capacity activities on the
stability of the Adaptab
environment; (M) A10. iliy
Week 7 Explain the  Create a digital poster A10. Q and A Wordstorm
that promotes
relationship A10.1. Growth of A10.1. Launch Managin
between population environment Yeasts Pad g
growth and carrying protection and A10.2. Simulation A10.2. complex
capacity; conservation; (T) Discussion ity
A10.3. Video
viewing Self-
A10.4. direction
Carrying
Capacity Creativit
y
 LIPA MONTESSORI SCHOOL OF LEARNING, INC.
PERFORMANCE STANDARD
The learner should be able to write an essay on the
importance of adaptation as a mechanism for the survival of
a species.
TRANSVILLE HOMES, BANAYBANAY, LIPA CITY
Tel. #: (043) 404-0727 / 741-6576
E mail Add.: lipamontessori97@yahoo.com
TRANSFER GOAL
Students on their own and in the long run will be able to
apply the concepts of adaptation as a mechanism for the
survival of a species.
PERFORMANCE TASK
GRASPS: Evolution journal is a peer-viewed online open access
journal. It publishes essays and articles that utilize concepts of
evolutionary biology to address issues relevant to health,
environment, biodiversity, and economy. Papers published should
be accessible to a diverse audience within the diverse audience
within the industry, government, and health care, in terms of the
types of questions asks and investigated, and the interpretation and
discussion of findings.
The editorial board is accepting articles from contributors working
in the following fields: medicine, agriculture, conservation
biology, environmental sciences (including climate change), and
microbiology.
The theme for the upcoming issue is “Adapt or Die”. Submissions
are now being accepted. All contributors are required to submit an
article or essay that explores important questions related to the
theme and discusses how the results and findings are broadly
applicable to certain fields.
For your paper to be published, it must be scientifically sound,
sufficiently integrate applied or practical aspects of the chosen
topic, and engaging.

Outstanding
CRITERIA
4 3
Advance level of scientific
understanding is apparent in the
information presented. Information is
Content useful to the objectives of the paper.
Thorough research was done and all
sources of information are clearly
identified and credited using citations.
Chosen topic or issue is highly
relevant and will greatly contribute to
one’s field. Questions raised are timely
Relevance and important.
Applied or practical aspects of the
topic are integrated in a unique way
throughout the paper.
Information is communicated using
sophisticated and varied language that
is suited to the purpose, audience, and
task.
Organization Organization is appropriate to the
purpose and audience and supports
with great detail the line of reasoning;
effectively hooks and sustains
engagement.
RUBRIC
Satisfactory
Information presented is correct,
accurate, and useful. Data presented are
sufficient. Findings and
recommendations are based on valid
evidences.
All sources of information are clearly
identified and credited using citations.
Chosen topic or issue is relevant to
one’s field.
Practical aspects and applications are
sufficiently integrated in the paper.
Information is communicated using
appropriate language and style that is
suited to the purpose, audience, and
task.
Organization is appropriate to the
purpose and audience and reveals the
line of reasoning; transitions guide
audience understanding.
Developing
2 1
Some information is inaccurate, unclear,
and rambling. Some parts are distracting
and unnecessary.
Some sources of information are not
cited.
Paper focused more on stating
information or facts, few real or
practical questions are raised.
Applied or practical aspects of the topic
are incorrectly integrated in the paper.
Information is communicated using
language and style that is at times
inappropriate to the purpose, audience,
and task.
Inconsistencies in organization and
limited use of transitions sometimes
confuse the audience.
Beginning
Information presented is very
shallow, many are false and
confusing. Content is irrelevant to
the objectives of the paper.
No citations were made.
Topic or issue is clearly irrelevant
to the given field.
Applied practical aspects of the
topic are not integrated in the paper.
Information is communicated using
language and style that is totally
different from the purpose,
audience, and task.
A lack of organization makes it
difficult to follow the ideas and line
of reasoning.
 LIPA MONTESSORI SCHOOL OF LEARNING, INC.
TRANSVILLE HOMES, BANAYBANAY, LIPA CITY
Tel. #: (043) 404-0727 / 741-6576
E mail Add.: lipamontessori97@yahoo.com

UNIT INSTITU
TERM CONTENT
TOPIC: PERFORMANCE TIONAL
(NO.): STANDARD MELCs UNPACKED MELCs ASSESSMENT ACTIVITIES RESOURCES CORE
CONTEN STANDARD (PS)
MONTH (CS) VALUES
T
Quarter 1. Gas The learners The learner should The learner…
Four Laws demonstrate be able to present Investigate the  Explain the A1. Q and A A1. - Science Authenri
Week 1- 1.1 Kinetic understanding chemical reactions relationship between: behaviour of gases A1.1. Practice Demonstration Links 10 city
2 Molecular of: involved in 1. volume and based on the motion Exercise (SL) - https://phet Knowle
pressure at and relative distances .colorado.e
Theory (1)how gases biological and A1.2. Journal A1.1. dge
constant between gas du/en/simul
1.2 behave based industrial processes particles; (M) Writing (SL) Discussion ation/gas-
temperature of a
Volume, on the motion affecting life and  Apply the kinetic A1.2. properties
gas;
pressure, and relative the environment, molecular theory in Simulation - https://ww
and distances using any form of explaining everyday w.scienceki Collabor
temperature between gas media. applications ds.co.nz/ga ation,
relationship particles; involving gases; (T) mesactiviti Interpers
1.3 Ideal (2) the  Determine the es/gases.ht
onal
2. volume and relationship among ml
gas law structure of temperature at A2. Guide A2. Wordstorm - Textbook skills,
volume, temperature,
biomolecules, constant pressure and pressure; (M) Questions A2.1. Curiosit
which are of a gas;  Perform calculations A2.1. Q and A Experiment y,
made up involving the A2.2 Practice A2.2. Blew Critical
mostly of a relationship among Exercise then Squeezed! thinking
limited number volume, temperature, A2.3. Rotation (TB) ,
of elements, and pressure; (T) (TB) A2.3. Observa
 Apply gas laws in
such as carbon, Discussion nt
everyday phenomena;
hydrogen, 3. explains these (T)
oxygen, and relationships A3. Guide A3. Wordstorm Curiosit
nitrogen; using the kinetic Questions A3.1. Launch y,
(3) the molecular theory; A3.2. Practice Pad Critical
 chemical Recognize the major Exercise A3.2. Thinkin
reactions categories of  Describe the structure A3.3. Rotation Discussion g,
associated with biomolecules of biomolecules; (A) Round 2 (TB) - Textbook
biological and such as  Identify the elements A4. Wordstorm - https://ww Collabb
2. industrial carbohydrates, present in A4. Guide A4.1. Launch w.youtube. oration,
biomolecules; (A) com/watch
Week 3- Biomolecul processes lipids, proteins, and Questions Pad Knowle
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4 es affecting life nucleic acids; A4.1. Reflection A4.2. Believe v=qdoQ9N dge
2.1 and the paper Eat HLuAQ
Elements environment; A4.2. Watch Pad A4.3.
 Recognize the major
present in Discussion
categories of
biomolecul biomolecules such as - https://prez
es carbohydrates; (A) A5.Carl the i.com/lt1io Collabor
2.2  Describe the A5. Guide Carbs 56xrbhk/th ation,
Carbohydra properties, uses, and questions A5.1. See-gar e-story-of- Teamwo
structures of carbohydra
tes, lipids, A5.1. Master Chef A5.2. rk,
carbohydrates; (A) tes/
proteins, Discussion - Textbook Planning
and nucleic
acids  Recognize the major
categories of
2.2.1 Food - https://ww
biomolecules such as
Labels w.youtube. Informat
proteins; (A)
A6. Examples/ com/watch ion
 Describe the
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properties, uses, and A6. Checklist Non-examples literacy,
v=8kTP1a
structures of proteins; A6.1. Guide (SL) Collabor
AUPQA
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- https://ww
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Where? Discussion ? results
 Recognize the major v=gG7uCs
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biomolecules such as
lipids; (A) - Textbook
 Describe the Collabor
properties, uses, and A7. Frayer - Science ation,
structures of lipids; A7. Guide Model Links Visual
(A) Questions A7.1. The and
A7.1. Forward Evidence informat
 Recognize the major
Cholest-Thinking A7.2. ion
 categories of Discussion literacy
biomolecules such as A7.3.
nucleic acids; (A)
 Describe the - Science
properties, uses, and Links
A8. Collabor
(A)structures of - Textbook
lipids; Vocabulary ation
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A8. Guide Self-rating Knowle
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A8.3. - https://phet
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chemical reactions expression-
associated with basics
biological and
industrial processes - Textbook
affect life and the
Apply the principles environment; (A)
of  Give the equation of
conservation of mass a reaction and A9. Collabor
to identify the different Anticipatory ation,
3. chemical reactions; types of reaction; (A) A9. Q and A Guide Visual
Chemical  Describe the mass A9.1. Practice A9.1. Make and
Week 5- reactions relationship in a Exercise Predictions informat
chemical reaction;
6 A9.2. Pict- ion
(A)
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of law of A9.3. Interacti
conservation of ass in Discussion ve
balancing chemical commun
equation; (T) ication
Critical
 Describe the rate in a thinking
chemical reaction;
(A)
  Explain the factors
affecting the rate of
reaction; (M)
 Discuss how tha - Textbook
factors affecting rates - http://phet.
of chemical reactions colorado.ed
Explain how the are applied in food u/en/simula
factors affecting rates preservation and tion/reactan
of chemical reactions materials production, A10. ts- Reasoni
are applied in food control of fire, Wordsplash products- ng
preservation and pollution and A10. Guide A10.1 Launch and- Critical
materials production, corrosion. questions Pad leftovers Thinkin
control of fire, A10.1. Worksheet: A10.2. Fair - Textbook g
Week 7- pollution and Rotation play - http://phet. Collabor
colorado.ed
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u/en/simula
A11.1. News Alert Discussion tion/reactio
A10.4. n-and-rates
Simulation
A11.
Wordstorm
A11.1. Keep it
Good
A11.2.
Discussion
 LIPA MONTESSORI SCHOOL OF LEARNING, INC.
PERFORMANCE STANDARD
The learner should be able to present chemical reactions
involved in biological and industrial processes affecting life
and the environment, using any form of media.
TRANSVILLE HOMES, BANAYBANAY, LIPA CITY
Tel. #: (043) 404-0727 / 741-6576
E mail Add.: lipamontessori97@yahoo.com
TRANSFER GOAL
Students on their own and in the long run will be able to
create a story board that will feature a deep understanding
of different action-reaction phenomena.
PERFORMANCE TASK
GRASPS: You are a researcher for an educational program. A
new educational television program has to be launched to bring
accurate, real and lively programs to its viewers. For the pilot
episode, you have been asked to look into different action-reaction
phenomena and prepare a script that will capture all the essential
concepts of the different action-reaction phenomena. You need to
choose one of the following main ideas as the basis of your story
board:
1. Attempts of alchemists to create the philosopher’s stone.
Research on famous alchemists and their experiments.
Highlight what went wrong in their attempts and explain
these using your knowledge on the different action-
reaction phenomena.
2. The importance of having a balanced equation. Use
analogies to stress the importance to stress the importance
of balanced chemical equations. Present tips on making
balancing equations easier.
3. Applications and notable products of chemical reactions.
Research on one of the hottest commodities in town and
how they were created. Explain the chemistry behind the
product.
 RUBRICS

Description
CRITERIA
4 3 2 1
The script shows deep The script shows considerable The scripts shows shallow The script shows limited
understanding of the concept of understanding of the concept of understanding of the concept of understanding of the concept of
Accuracy of Content action-reaction phenomena. The action-reaction phenomena. The action-reaction phenomena. The action-reaction phenomena. The
chosen idea is explained accurately chosen idea is explained accurately chosen idea is inaccurately chosen idea is not explained.
and explicitly. but not explicitly. explained.
All statements are logically Most statements are logically Few statements are logically
Organization of Idea
presented and coherent. presented and coherent. presented and coherent.
The script contains a draft, There is one missing element in the There are two or more missing
summary, explanation, illustration, output. elements in the output.
Completeness
and has a number of reliable
references.
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