SUBJECT : SCIENCE 8

CONTENT Students learn about the concept of force and its relationship to motion. They also realize that if force is applied on a body,
STANDARD: work can be done and may cause a change in the energy of the body. Students learn that transferred energy may cause changes
in the properties of the object. They relate the observable changes in temperature, amount of current, and speed of sound to the
changes in energy of the particles

PERFORMANCE Use Newton’s Laws of Motion to explain why objects move (or do not move) the way they do
STANDARD:

PREPARED BY: ABERIA, MARJO A. – STA

TABEROS, MARY ANN A. – SSHS
PAMPLONA, JUNESSA Y. - SAHS

VALUES TO BE FORMATIVE
INTEGRATED AND INSTRUCTION
TIME LEARNING LEARNING COMPETENCIES
(relate this to the SUMMATIVE AL REFERENCES
FRAME CONTENT (with success indicators, if needed)
Vision-Mission & ASSESSMENT STRATEGIES
Core Values TECHNIQUES
FIRST QUARTER (9 Weeks)
Week 1

At the end of the lesson the learners Can Responsibility

Day 1 1. NEWTON’S investigate the relationship between the amount Direct Graphic REFERENCE #1:
Instruction Organizer REFERENCE #2:
FIRST LAW of force applied and the amount of change in
Department of
OF MOTION: the object’s motion by: Education.(2013). Grade
8 Science Module(1st
Inertia a. Gathering data showing the relationship
edition).
 of the amount of force applied and the mass of Philippines:Manila.
(pp.7-12)
the object to the amount of change in the
object’s motion.
b. Translating data into visuals.
c. Formulating general statement.
Day 2 2. NEWTON”S Direct Mastery Learning Pavico, J. Ma…, A. N.,
Instruction Bayquen, A., Silverio,
SECOND At the end of the lesson, I can demonstrate how Responsibility
A., & Ramos, J. D.
LAW OF a body responds to changes in motion by: (True or False) (2013) Exploring Life
Through Science Series
MOTION: a. Stating how a body responds to
The New Grade 8, pp.
change in motion.
Acceleration 288 – 293. Quezon City:
Illustrating how a body responds to the change
Phoenix Publishing
(Day 1)
in motion. House Inc.
Day 3 3. NEWTON”S Hands – on LIM, AB., et, al (2015).
Learning Science for the 21st
THIRD LAW At the end of the lesson; the student can Site the
(Solving Century Learner: Makati
OF MOTION: c. compute for the acceleration significance of Problems) City, Philippines: Diwa
Adapting to
Learning, Inc, p.22,
Acceleration by solving problems in finding using force learning styles /
Allas, Ian Mark,
the acceleration, mass and force multiple
(Day 2) Discovery Science:
intelligence
Makati City, Philippines:
d. explain the relationship between force,
Diwa Learning INC p.22
acceleration and mass JO-ES publishing House
INC p.13
Day 4 4. NEWTON”S At the end of the lesson, the student can infer Site the Hands – on Adapting to LIM, AB., et, al (2015).
Learning learning styles / Science for the 21st
THIRD LAW that when a body exerts a force on another an Significance of
(Solving multiple Century Learner: Makati
OF MOTION: equal amount of force is exerted back on it by; using force Problems) intelligence
City, Philippines: Diwa
Interaction A. Listing down significant observations Learning, Inc, p.22,
based on the activity
Allas, Ian Mark,
Page | 2
 B. Identifying the characteristics of the Discovery Science:
object responds to change in motion based on Makati City, Philippines:
Diwa Learning INC p.22
the listed observations
C. Drawing a conclusion on how a body JO-ES publishing House
INC p.13
acts a force on another resulting to an equal
amount of force reacting back to it Exploring Life Through
Science: Josefina Ma.
Ferriols-Pavico, Phoenix
Publishing House; p.293
Week 2

Day 1
4.Relate the law of inertia to bodies in uniform
circular motion
5. UNIFORM Supply type Exploring Life Through
by:
CIRCULAR Science: Josefina Ma.
Cooperative
4.1 Illustrating how acceleration is related to (Process/Skills) Ferriols-Pavico, Phoenix
MOTION: learning: Think-
bodies in uniform circular motion Critical Thinking Pair-Share Publishing House; p.286
Law of Inertia 1.a Problem sets
4.2 Solving problems involving law of
acceleration and bodies in uniform circular
motion
Day 2 6. UNIFORM Exploring Life
Supply type Interactive Through Science:
CIRCULAR 5.Relate the law of acceleration to bodies in
(Process/Skills) Learning: Quiz Josefina Ma.
MOTION: uniform circular motion 1.a Problem sets Bowl Ferriols-Pavico,
Phoenix
Law of by:
Publishing House;
Acceleration 5.1 Illustrating how acceleration is related to p.288
bodies in uniform circular motion Critical Thinking
Page | 3
 5.2 Solving problems involving law of
acceleration and bodies in uniform circular
motion
Day 3 Supply type Worksheets and
(Process/Skills) board work
6. Relate the law of interaction to bodies in
7. UNIFORM 1.a Problem sets
uniform circular motion
CIRCULAR Exploring Life Through
by: Science: Josefina Ma.
MOTION:
6.1 Illustrating how interaction is relates to Ferriols-Pavico, Phoenix
Law of Publishing House; p.293
bodies in uniform circular motion Critical Thinking
Interaction
6.2 Solve problems involving law of interaction
and bodies in uniform circular motion
Day 4 Knowledge- State factors involved in uniform circular motion
Process- Solve real life situations on uniform circular motion in relation to the laws of
SUMMATIVE EXAM motion
Understanding- explain the relationship between the laws of motion and uniform
circular motion
Week 3
Day 1 8. Layman’s Appreciation Supply type Cooperative Exploring Life Through
(Process/Skills) leaning: Round Science: Josefina Ma.
definition of 7. Differentiate layman’s definition of layman’s
1.a Venn Robin Ferriols-Pavico, Phoenix
work vs. work from mechanical work definition of work diagram graphic Publishing House;
organizer p.308-317
mechanical by: from mechanical
work 7.1 Identifying layman’s definition of work and work Science in Today’s
World; Dr. Eden Vela-
mechanical work
Evangelista; p. 46-47
7.2 Contrasting layman’s definition of work
and mechanical work
7.3 Distinguishing relevant differences between
Page | 4
 layman’s definition of work and mechanical
work
Day 2 8.1Describe how work is related to power
by: Exploring Life Through
Select Type Science: Josefina Ma.
7. Situations where 8.2.1 Indicating the relationship of work and (Knowledge) Ferriols-Pavico, Phoenix
work is done and power Develop a sense 1.a Tiered Cooperative Publishing House;
Multiple Choice learning: Circle p.308-317
where work is 8.2Describe how work is related to energy of discernment (See Appendix the Sage
not done by: A Science in Today’s
World; Dr. Eden Vela-
8.2.1 Indicating the relationship of work and Evangelista; p. 46-47
energy
Day 3 R
9.1Differentiate potential and kinetic energy a
Exploring Life Through
t
by: Science: Josefina Ma.
i
Supply type Ferriols-Pavico, Phoenix
9.1.1 Identifying potential energy and kinetic n
8. Kinetic Energy (Process/Skills) Cooperative Publishing House;
g
vs. Potential energy 1.a Venn learning: Hot p.308-317
Energy Appreciation of diagram graphic potato
9.1.2 Contrasting potential and kinetic energy s
individual organizer Science in Today’s
c
9.1.3 Selecting differences between potential World; Dr. Eden Vela-
differences a
Evangelista; p. 52-55
energy and kinetic energy l
e
Day 4 Knowledge- Identify the concept of work used in science and in layman language
Process- Differentiate layman’s definition of work from mechanical work
SUMMATIVE EXAM Understanding- explain how work is related to power and energy
Product- Propose ways to increase the amount of work done in an certain period

Week 4
Day 1 9. Propagation of Supply Type Interactive Exploring Life Through
Page | 5
 10.Infer how the movement of particles of an
object affects the speed of sound through

solids
by:
Science: Josefina Ma.
Sound through 10.1 Defining speed of sound (Process/Skills) learning: Bulbs Ferriols-Pavico, Phoenix
solid 10.2 Describing the movement of 1.a. T- Chart up Publishing House;
Appreciation p.328-340
particles through solids
10.3 Predicting the speed of sound based
on the movement of particles through
solids
Day 2 11.Infer how the movement of particles of an
object affects the speed of sound through
liquids Exploring Life Through
10. Propagation of Select Type
by: Cooperative Science: Josefina Ma.
Sound through (Knowledge)
Appreciation learning: Galley Ferriols-Pavico, Phoenix
liquids 11.1 Describing the movement of particles 1.a. Tiered
Walk Publishing House;
Multiple Choice
through liquids p.328-340

11.2 Predicting the speed of sound based on the

movement of particles through liquids
Day 3 11. Propagation of Appreciation Supply Type Interactive Exploring Life Through
Sound through (Process/ Skills) learning: Science: Josefina Ma.
12.Infer how the movement of particles of an
gas 1.a Star graphic Cabbage Game Ferriols-Pavico, Phoenix
object affects the speed of sound through gases organizer Publishing House;
p.328-340
by:

Page | 6
 12.1 Describing the movement of particles
through gases
12.2 Predicting the speed of sound based on the
movement of particles through gases

Day 4 Knowledge- Identify the movement of particles

Process- Predict the speed of sound based on the movement of particles through the
different phases of matter
SUMMATIVE EXAM
Understanding- Interpret a diagram showing movement of particles and how it affects
the speed of sound

Week 5
Day 1
13.Demonstrate the existence of the color
Science in Today’s
components of visible light using prism or
World; Dr. Eden Vela-
diffraction grating Evangelista; p. 78-79
by:
12. LIGHT: Hands on
Inquiry based
Properties of 13.1 Identifying the different color components Creativity laboratory Exploring Life Through
instruction
Visible Light activity Science: Josefina Ma.
of visible light
Ferriols-Pavico, Phoenix
13.2 Explaining using prism or diffraction Publishing House;
p.328-340
grating the existence of color components
13.3 Illustrating the existence of color
components of visible light
Day 2 13. LIGHT: Critical Thinking Select Type Graphic Exploring Life Through
Hierarchy of (Knowledge) Organizer Science: Josefina Ma.
14.Explain the hierarchy of colors in relation to
Colors 1.a –Problem (Hierarchical Ferriols-Pavico, Phoenix
energy Based True or Graphic Publishing House;
False (See Organizer) p.328-340
Page | 7
 by:
14.1 Listing the hierarchy of colors Appendix B) Science in Today’s
14.2 Interpreting the energy level of each color World; Dr. Eden Vela-
Evangelista; p. 86-88
in the hierarchy

15.Explain that red is bent the least and violet is Exploring Life Through
Science: Josefina Ma.
bent the most according to wavelength or Supply Type
Ferriols-Pavico, Phoenix
(Process/Skills)
frequency Cooperative Publishing House;
14. LIGHT: Red vs. 1.a. Analogy
Day 3 Critical Thinking Learning: Think- p.328-340
Violet by: Test (See
Pair-Share
Appendix C)
15.1 Making conclusion that red is bent the Science in Today’s
World; Dr. Eden Vela-
least and violet is bent the most according to Evangelista; p. 86-88
wavelength or frequency
Knowledge- identify the different color components
Day 4 SUMMATIVE EXAM Process- Differentiate the different color components based on their energy level
Understanding- apply the concept of color components in real life situations
Week 6
Exploring Life Through
Science: Josefina Ma.
16.Differentiate between heat and temperature
Ferriols-Pavico, Phoenix
at the molecular level Publishing House;
Select Type
p.352-364
15. HEAT and by: (Process/Skills) Cooperative
1.a If and Then learning: Expert
Day 1 TEMPERATUR 16.1 Defining heat and temperature Develop an Science in Today’s
True of False Group and home
World; Dr. Eden Vela-
E 16.2 Contrasting heat and temperature at attitude of (See Appendix group
Evangelista; p. 98
D)
molecular level openness
16.3 Selecting relevant differences between
heat and temperature at molecular level

Page | 8
Day 2 Exploring Life Through
Science: Josefina Ma.
17.Cite examples in real life and industries that
16. HEAT and Ferriols-Pavico, Phoenix
apply expansion of materials (e.g. expansion Publishing House;
TEMPERATUR Select Type p.352-364
slots of bridges) Develop a Interactive
(Knowledge)
E: Expansion learning: Bulbs
by: lifestyle that 1.a Tiered Science in Today’s
Up
Multiple Choice World; Dr. Eden Vela-
17.1 Describing expansion of molecules nurtures the Earth
Evangelista; p. 98
17.2 Illustrating real life and industries that and all creation
apply expansion of materials
Day 3 17. HEAT and 7.1 Investigate the relationship of the Hands on R Inquiry based Exploring Life Through
laboratory u teaching and Science: Josefina Ma.
TEMPERATUR amount of heat transferred between bodies of
experiment b demonstration Ferriols-Pavico, Phoenix
E: Heat transfer varying heat capacity using fair testing Critical Thinking using fair testing r Publishing House;
i p.352-364
by:
c
18.1.1 Indicating the relationship of the amount Science in Today’s
World; Dr. Eden Vela-
of heat transferred between bodies with varying
Evangelista; p. 98-100
heat capacity
18.1.2 Explaining the relationship of the
amount of heat transferred between bodies with
varying heat capacity
18.1.3 Carrying out fair testing to show the
relationship of the amount of heat transferred
between bodies with varying heat capacity
7.2 Investigate the relationship of the
amount of heat transferred between bodies of
varying mass using fair testing
Page | 9
 18.2.1 Indicating the relationship of the amount
of heat transferred between bodies with varying
mass
18.2.2 Explaining the relationship of the
amount of heat transferred between bodies with
varying heat capacity
18.2.3 Carrying out fair testing to show the
relationship of the amount of heat transferred
between bodies with varying heat capacity
Day 4 Knowledge- recognize heat and temperature
Process- explain the relationship of amount of heat transferred between bodies varying
SUMMATIVE EXAM heat capacity and mass
Understanding- give critical and insightful point of view regarding heat transfer

Week 7
Day 1 18. ELECTRICITY: 19.1.Infer the relationship between current and Supply Type Cooperative Exploring Life Through
(Process/Skills) Learning: Hot Science: Josefina Ma.
Current and charge Nurture the
1.a Cycle potato Ferriols-Pavico, Phoenix
Charge by: relationship to Graphic Publishing House;
organizer p.376-387
19.1.1 Recognizing the relationship between others
current and charge Science in Today’s
World; Dr. Eden Vela-
19.1.2 Drawing logical conclusion regarding
Evangelista; p. 121-122
the relationship between current and charge
Student’s
19.2.Create models or cites analogies for
project
current -plan and
produce model
by:
or cite analogies

Page | 10
 19.2.1 Planning and producing models or cite
analogies for current
Day 2 Exploring Life Through
20.Create models or cites analogies for Science: Josefina Ma.
Student’s Ferriols-Pavico, Phoenix
electrical charge
19. Electrical project Publishing House;
Group Work and
by: -plan and p.376-387
Charge Critical Thinking Presentation
produce model
20.1 Planning and producing models or cite
or cite analogies Science in Today’s
analogies for electrical charge World; Dr. Eden Vela-
Evangelista; p. 121-122
Day 3 21.Create models or cites analogies for voltage Exploring Life Through
Science: Josefina Ma.
by:
Student’s Ferriols-Pavico, Phoenix
21.1 Planning and producing models or cite project Publishing House;
Group Work and
20. Voltage Creativity -plan and p.376-387
analogies for voltage Presentation
produce model
or cite analogies Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 125-129
Day 4 Student’s Exploring Life Through
project Science: Josefina Ma.
-plan and Ferriols-Pavico, Phoenix
22.Create models or cites analogies for power
produce model Publishing House;
Group Work and
21. Power by: or cite analogies p.376-387
Creativity Presentation
22.1 Planning and producing models or cite
Science in Today’s
analogies for power World; Dr. Eden Vela-
Evangelista; p. 125-129
Week 8
Day 1 22. Resistance 23.Create models or cites analogies for Student’s Gorup Work and Exploring Life Through
project Presentation Science: Josefina Ma.
resistance Critical Thinking
-plan and Ferriols-Pavico, Phoenix
by: produce model Publishing House;
Page | 11
 or cite analogies p.376-387
23.1 Planning and producing models or cite
Science in Today’s
analogies for resistance World; Dr. Eden Vela-
Evangelista; p. 125-129
Day 2 24.Investigate the effect of using one or two Exploring Life Through
Science: Josefina Ma.
way batteries to various ways of connecting
Ferriols-Pavico, Phoenix
two light bulbs (Series) Publishing House;
p.376-387
by:
24.1 Identifying various ways of connecting Science in Today’s
World; Dr. Eden Vela-
two light bulbs (Series)
Hands on Evangelista; p. 131-133
Inquiry based
23. Series Circuits 24.2 Explaining the effect of using one/ two Critical Thinking Laboratory
teaching
experiment
way batter batteries to various ways of
connecting two light bulbs (Series)
24.3 Manipulating the use of one or two way
batteries to various ways of connecting two
light bulbs (Series)

Day 3 24. Parallel Circuits Critical Thinking Hands on Inquiry based Exploring Life Through
Laboratory teaching and Science: Josefina Ma.
25.Investigate the effect of using one or two
experiment demonstration Ferriols-Pavico, Phoenix
way batteries to various ways of connecting Publishing House;
p.376-387
two light bulbs (Parallel)
by: Science in Today’s
World; Dr. Eden Vela-
25.1 Identifying various ways of connecting
Evangelista; p. 131-133
two light bulbs (Parallel)

Page | 12
 25.2 Explaining the effect of using one/ two
way batter batteries to various ways of
connecting two light bulbs (Parallel)
25.3 Manipulating the use of one or two way
batteries to various ways of connecting two
light bulbs(Parallel)
Day 4 Knowledge- recognize current and charge; identify ways of connecting charge
Process- Drawing logical conclusion regarding the relationship between current and
SUMMATIVE EXAM charge
Understanding- Explain the effect of using different ways of connection
Product- Proposes and plan safe practices in handling electrical devices
Week 9
Day 1
26.Compare power rating and energy
Exploring Life Through
consumption of various electrical appliances Science: Josefina Ma.
Develop an Ferriols-Pavico, Phoenix
by: Supply type
attitude of Worksheet: Venn Publishing House;
(Process/Skills)
25. Electric Power 26.1 Recognizing power rating and energy Diagram Graphic p.376-387
appreciation on 1.a Analogy
Organizer
consumption of various electrical appliances Test
random changes Science in Today’s
26.2 Showing contrast in the power rating and World; Dr. Eden Vela-
Evangelista; p. 136-137
energy consumption of various electrical
appliances
Day 2 26. Electrical Power Appreciation of Group Graphic Exploring Life Through
presentation Organizer Science: Josefina Ma.
and Electrical 27.Differentiate electrical power and electrical differences
(Conmpare and Ferriols-Pavico, Phoenix
Energy energy Contrasts) Publishing House;
p.376-387
by:
27.1 Defining electrical power and electrical Science in Today’s
Page | 13
 energy
27.2 Mapping out the differences between
World; Dr. Eden Vela-
electrical power and electrical energy
Evangelista; p. 136-137
27.3 Distinguishing the relevant differences
between electrical power and electrical energy
Day 3 27. Home Circuitry Practical Exam Interactive Exploring Life Through
learning: bulbs up Science: Josefina Ma.
28.1Explain the functions of circuit breakers in
Ferriols-Pavico, Phoenix
the home Publishing House;
p.376-387
by: Critical Thinking
28.1.1Naming the functions of circuit breakers Science in Today’s
World; Dr. Eden Vela-
28.1.2 Constructing model showing the
Evangelista; p. 136-137
functions of circuit breakers
28.2 Explain the functions of fuses in the home
by:
28.2.1 Naming the functions of fuses
28.2.2 Constructing model showing the
functions of fuses

28.3 Explain the functions of earthing in the

home
by:
28.3.1 Name the functions of earthing
28.3.2 Constructing model showing the
functions of earthing
Page | 14
 28.4 Explain the functions of double insulation
in the home
By:
28.4.1 Naming the functions of double
insulation
28.4.2 Constructing model showing the
functions of double insulation

Day 4 Knowledge- name the functions of circuit breakers, fuses, earthing, and double
insulation
SUMMATIVE EXAM
Process- Distinguishing the relevant differences between electrical power and electrical
energy
Understanding- apply the knowledge on home circuitry in real life context

Page | 15
SUBJECT : SCIENCE 8

CONTENT STANDARD: Using models, students will explain how quakes are generated by faults. They will try to identify faults in the community and differentiate active
faults from inactive ones. Students will explain how typhoons develop, how typhoons are affected by landforms and bodies of water, and why
typhoons follow certain paths as they move within the Philippine Area of Responsibility.

PERFORMANCE Students will complete their survey of the Solar System by describing the characteristics of asteroids, comets, and other members of the Solar
STANDARD: System.

PREPARED BY: ABERIA, MARJO A. – STA

TABEROS, MARY ANN A. – SSHS
PAMPLONA, JUNESSA Y. - SAHS

VALUES TO BE
FORMATIVE
INTEGRATED INSTRUCTI
AND
TIME LEARNING LEARNING COMPETENCIES (relate this to the ONAL
SUMMATIVE REFERENCES
FRAME CONTENT (with success indicators, if needed) Vision-Mission & STRATEGIE
ASSESSMENT
Core Values S
TECHNIQUES

SECOND QUARTER (8 Weeks)

Page | 16
 Week 1

Exploring Life Through

Science: Josefina Ma.
At the end of the lesson, the students CAN… Ferriols-Pavico,
Day 1 1. Faults Deepen knowledge Phoenix Publishing
1.Describe what fault is House; p.399-417
on natural Supply type Cooperative
by:
(Process/ Skills) Learning: K-
1.1 paraphrasing what fault is phenomenon Science in Today’s
1.a Cloud Chart W-L chart
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 2 Exploring Life Through
Science: Josefina Ma.
Cooperative Ferriols-Pavico,
2.Describe what earthquake is Deepen knowledge Supply Type Learning: Phoenix Publishing
2. Earthquake by: (Process/ Skills) Number House; p.399-404
2.1 paraphrasing what earthquake is on natural 1.a chain Heads
phenomenon Together Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 3 Exploring Life Through
Science: Josefina Ma.
3.Differentiate active and inactive faults Develop an Ferriols-Pavico,
by: Cooperative
3. Active and attitude of Supply Type Phoenix Publishing
3.1 recognizing active and inactive faults Learning:
(Process/Skills) House; p.399-404
Inactive Faults 3.2 contrasting active and inactive faults discernment and Think- Pair-
1.a Venn diagram
3.3 focusing on relevant differences between active Share
appreciation of Science in Today’s
and inactive faults
World; Dr. Eden Vela-
differences Evangelista; p. 148-165
Day 4 Knowledge- identify faults and earthquake
SUMMATIVE EXAM Process- differentiate active and inactive faults
Understanding- explain how active faults generate earthquakes
Week 2

Page | 17
Day 1 Exploring Life Through
Science: Josefina Ma.
4.explain how movements along reverse fault Ferriols-Pavico,
4. TYPES OF Supply Type
generate earthquakes Cooperative Phoenix Publishing
(Process/Skills)
FAULTS: By: learning: Hot House; p.399-404
Creativity 1.a. Brainstorming
4.1 using models or illustrations showing the Potato
Reverse Chart
movement of earthquake along reverse fault Science in Today’s
4.2 interpreting the visuals World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 2 Exploring Life Through
Science: Josefina Ma.
5. TYPES OF 5.explain how movements along sinistral strike-
Ferriols-Pavico,
slip fault generate earthquakes Supply Type
FAULTS: Phoenix Publishing
by: (Process/Skills)
Role Play House; p.399-404
Sinistral Strike- 5.1 using models or illustrations showing the 1.a 5W’s Graphic
movement of earthquake along sinistral stike-slip Critical Thinking organizer
Slip Science in Today’s
fault
World; Dr. Eden Vela-
5.2 interpreting the visuals
Evangelista; p. 148-165
Day 3 Exploring Life Through
Science: Josefina Ma.
6. TYPES OF 6.explain how movements along dextral strike-slip
Ferriols-Pavico,
fault generate earthquakes Supply Type
FAULTS: Cooperative Phoenix Publishing
by: (Process/Skills)
learning: Hot House; p.399-404
Dextral Strike- 6.1 using models or illustrations showing the 1.a Newspaper
Potato
movement of earthquake along dextral strike-slip Critical Thinking graphic organizer
Slip Science in Today’s
fault
World; Dr. Eden Vela-
6.2 interpreting the visuals
Evangelista; p. 148-165
Day 4 Knowledge- Recognize the different types of faults
SUMMATIVE EXAM Process- Compare the movement along the different types of faults
Understanding- Interpret images and relate into real life context
Week 3

Day 1 7. TYPES OF 7.1.explain the epicenter of a tectonic earthquake Select Type Interactive Exploring Life Through
from its focus (knowledge) learning: Science: Josefina Ma.
EARTHQU
by: 1.a Multiple Cabbage Ferriols-Pavico,
Page | 18
 7.1.1 using a model in explaining the focus of the
AKE: Phoenix Publishing
tectonic earthquake
House; p.399-404
Tectonic 7.2. explain the epicenter of a volcanic earthquake
from its focus Critical Thinking Choice Game
and Science in Today’s
by:
World; Dr. Eden Vela-
Volcanic 7.2.1 using a model in explaining the focus of the
Evangelista; p. 148-165
tectonic earthquake
Day 2 Exploring Life Through
8.explain the epicenter of a collapse earthquake Science: Josefina Ma.
from its focus Cooperative Ferriols-Pavico,
8. TYPES OF Select Type
By: Responsibility to Learning: Phoenix Publishing
(knowledge)
EARTHQUAK 8.1 using a model in explaining the focus of the Number House; p.399-404
learn natural 1.a Multiple
collapse earthquake Heads
E: Collapse Choice
occurrences Together Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 3 9. TYPES OF Exploring Life Through
9.explain the epicenter of a collapse earthquake Science: Josefina Ma.
EARTHQUAK Responsibility to
from its focus Ferriols-Pavico,
Select Type
E: Explosion By: learn natural Cooperative Phoenix Publishing
(knowledge)
9.1 using a model in explaining the focus of the Learning: House; p.399-404
occurrences / 1.a Multiple
explosion earthquake Round Robin
Choice
creativity Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 4 Knowledge- Identify the different types of earthquakes
SUMMATIVE EXAM Process- Differentiate the types of earthquakes
Understanding- Explain the different types of earthquakes
Week 4

Day 1 10. EARTHQUAK Supply type Cooperative Exploring Life Through

10.1 Describes the magnitude of an earthquake (Process/Skills) learning: Hot Science: Josefina Ma.
E: Magnitude
by: 1.a Spider web potato Ferriols-Pavico,
and Intensity 10.1.1 paraphrasing what magnitude of an Phoenix Publishing
Page | 19
 earthquake
House; p.399-404
10.2 Describes the intensity of an earthquake
Appreciation Science in Today’s
by:
World; Dr. Eden Vela-
10.2.1 paraphrasing what intensity of an
Evangelista; p. 148-165
earthquake
Day 2 Supply type Cooperative Exploring Life Through
11.Describes the energy of an earthquake (Process/Skills) learning: Science: Josefina Ma.
by: 1.a Tree chart Round robin Ferriols-Pavico,
11. EARTHQUAK 11..1 paraphrasing what energy of an earthquake Phoenix Publishing
House; p.399-404
E: Energy Appreciation
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 3 12. EARTHQUAK Supply type Cooperative Exploring Life Through
12..Describe the seismic moment of an earthquake (Process/Skills) learning: Science: Josefina Ma.
E: Seismic
by: 1.a Cloud chart number Ferriols-Pavico,
Moment 12.1 paraphrasing what seismic moment of an expert heads Phoenix Publishing
earthquake Appreciation House; p.399-404

Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 4 Knowledge- identifies magnitude, intensity. energy, and seismic moment
SUMMATIVE EXAM Process- categorizes magnitude, intensity. energy, and seismic moment
Understanding- Apply knowledge in real life situations
Week 5

Day 1 13. Major 13.Identify major global historical earthquake Supply Type Cooperative Exploring Life Through
by: (Process/Skills) Learning: Hot Science: Josefina Ma.
Historical
13.1 listing the different major global historical 1.a Cloze Test Potato Ferriols-Pavico,
Earthquake: earthquakes Appreciation Phoenix Publishing
House; p.399-404
Page | 20
 Global
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 2 14. Major Group oral Cooperative Exploring Life Through
presentation learning: Science: Josefina Ma.
Historical
14.Identify major historical earthquake in the Circle the Ferriols-Pavico,
Earthquake: Philippines Develop a sense of sage Phoenix Publishing
by: House; p.399-404
Philippines history
14.1 listing the different major historical
earthquakes happened in the Philippines Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 3 15. Major Select Type Cooperative Exploring Life Through
(Process/Skills) learning: Science: Josefina Ma.
Historical
1.a Analogy test think- Pair- Ferriols-Pavico,
15.Identify major local historical earthquake
Earthquake: Develop a sense of Share Phoenix Publishing
by:
House; p.399-404
Local 15.1 listing the different major local historical history
earthquakes
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 4 Knowledge- Recognize the different major historical earthquake
Process- exemplify major historical earthquake
SUMMATIVE EXAM
Product- makes an emergency plan and prepares an emergency kit for use at home
and in school
Week 6

Day 1 16. Faults in the 16.Identify faults in the community Appreciatio Supply type Cooperative Exploring Life Through
by: (process/skills) Learning: Science: Josefina Ma.
community n
16.1 naming the different faults found in the 1.a Analogy test Think-Pair- Ferriols-Pavico,
community Share Phoenix Publishing
House; p.399-404

Page | 21
 Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 148-165
Day 2 17. Tsunami Hands on Inquiry based Exploring Life Through
17.Demonstrate how underwater earthquakes laboratory activity instruction Science: Josefina Ma.
generate tsunamis Ferriols-Pavico,
by: Phoenix Publishing
17.1 recognizing how underwater earthquake Creativity House; p.427-440
generated tsunamis
17.2 illustrate how underwater earthquake Science in Today’s
generated tsunamis World; Dr. Eden Vela-
Evangelista; p. 171-175
Day 3 Supply type Cooperative Exploring Life Through
18.Explain how earthquake waves provide (prcocess/Skills) learning: Hot Science: Josefina Ma.
information about the interior of the earth Deepen knowledge 1.a Chain Graphic Potato Ferriols-Pavico,
18. Earthquake by: on Natural organizer Phoenix Publishing
18.1 Using diagram showing how earthquake House; p.427-440
Waves waves provide information about the interior of the occurrences
earth Science in Today’s
18.2 translating the model World; Dr. Eden Vela-
Evangelista; p. 171-175
Day 4 Knowledge- Name the different faults in the community
Process- Illustrate the formation of underwater earthquake and tsunami
SUMMATIVE EXAM Understanding- give critical and insightful points of view regarding tsunami
Product- participate in making decisions on where to build structures based on
knowledge of the location of active faults in the community
Week 7

Day 1 19. UNDERSTAN Creativity Supply type Interactive Exploring Life Through
19.Explain how typhoons develop (process/skills) Class Science: Josefina Ma.
DING
by: 1.a Reading logs Discussion Ferriols-Pavico,
TYPHOONS: 19.1 using model showing how typhoons develop Phoenix Publishing
Page | 22
 How typhoons 19.2 Interpret the model House; p.427-440
develop
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 171-175
Day 2 20. UNDERSTAN
Exploring Life Through
DING Science: Josefina Ma.
20.Infer why Philippines is prone to typhoons
Ferriols-Pavico,
TYPHOONS: 20.1 indicating why Philippines is prone to Develop
Interactive Phoenix Publishing
typhoon using a map Group
Why the sense of Class House; p.427-440
20.2 illustrating the path of typhoons that enter the presentation
Discussion
Philippines is PAR History
Science in Today’s
20.3 drawing conclusion out of presented
prone to World; Dr. Eden Vela-
information
Evangelista; p. 171-175
typhoons
Day 3 21. UNDERSTAN Select Type
Exploring Life Through
(Knowledge)
DING 21.Explain how landforms and water affects Science: Josefina Ma.
1.a Multiple
typhoons Ferriols-Pavico,
TYPHOONS: Critical Thinking Choice
by: Interactive Phoenix Publishing
How landforms 21.1 Using a picture in showing how landforms learning: House; p.427-440
and water affects typhoons Bulbs up
and bodies of
Science in Today’s
water affect 21.2 Interpreting the visuals World; Dr. Eden Vela-
Evangelista; p. 171-175
typhoons
Day 4 Knowledge- indicating why Philippines is prone to typhoon using a map
Process- demonstrates precautionary measures before, during, and after a typhoon,
SUMMATIVE EXAM including following advisories, storm signals, and calls for evacuation given by
responsible government agencies
Product- Plan and participates in activities that lessen the risks brought by typhoons
Week 8

Page | 23
Day 1 Exploring Life Through
22.Compare and contrast comets, meteors, and Science: Josefina Ma.
22. OTHER Ferriols-Pavico,
asteroids Cooperative
Phoenix Publishing
MEMBERS OF Supply type Learning:
by: House; p.451-458
Appreciation (process/skills) Number
THE SOLAR 22.1.distinguishing comets, meteors, and asteroids 1.a Venn diagram Heads
Science in Today’s
SYSTEM Together
22.2.constructing a venn diagram that highlights World; Dr. Eden Vela-
the differences and similarities of comets, meteors Evangelista; p. 182-187
and asteroids
Day 2 23. Comets Exploring Life Through
23.Predict the appearance of comets based on Science: Josefina Ma.
recorded data of precious appearances Ferriols-Pavico,
by: Cooperative Phoenix Publishing
23.1.recalling the appearances of comets based on Critical Thinking Case Study learning: hot House; p.451-458
recorded data of precious appearances potato
28.2.making conclusion regarding the of comets Science in Today’s
based on recorded data of precious appearances World; Dr. Eden Vela-
Evangelista; p. 182-187
Day 3 24. Meteor showers 24.Explain the regular occurrence of meteor Supply Type Interactive Exploring Life Through
showers (process/Skills) classroom Science: Josefina Ma.
by: Deepen knowledge 1.a Tree chart discussion Ferriols-Pavico,
24.1.Using a graph and explain the regular on Natural Phoenix Publishing
occurrence of meteor showers House; p.451-458
occurrences
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 182-187
Day 4 Knowledge- Identify the other members of the solar system
SUMMATIVE EXAM Process- Compare the three other members of the solar system
Understanding- explain the regular occurrence of meteor showers

Page | 24
SUBJECT : SCIENCE 8

CONTENT STANDARD: Using models, students learn that matter is made up of particles, the smallest of which is the atom. These particles are too small to be seen through
a microscope.

PERFORMANCE
STANDARD: Makes a chart, poster, or multimedia presentation of elements and compounds that are essential to living organisms

PREPARED BY: ABERIA, MARJO A. – STA

TABEROS, MARY ANN A. – SSHS
PAMPLONA, JUNESSA Y. - SAHS

FORMATIVE
VALUES TO BE
AND
TIME LEARNING LEARNING COMPETENCIES INTEGRATED INSTRUCTIONAL
SUMMATIVE REFERENCES
FRAME CONTENT (with success indicators, if needed) (relate this to the Vision- STRATEGIES
ASSESSMENT
Mission & Core Values
TECHNIQUES
Third Quarter

Page | 25
 Exploring Life
At the end of the lesson, the students Through Science:
CAN… Josefina Ma. Ferriols-
Day 1 1. Properties of Supply Type Interactive learning: Pavico, Phoenix
1.Describe the properties of solids by: (Process/Skills) Cabbage game Publishing House; p.
solid
1.1 paraphrasing the properties of solids Development of 1.a Web 4- 15
knowledge
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 2 2. Properties of Supply type Cooperative Learning: Exploring Life
2.Describe the properties of liquids by: (Process/Skills) Huddle Through Science:
liquids
2.1 paraphrasing the properties of liquids 1.a Tree Chart Josefina Ma. Ferriols-
Pavico, Phoenix
Publishing House; p.
Development of 4- 15
knowledge
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 3 3. Properties of 3.Describe the properties of gases by: Supply Type Individual Worksheets Exploring Life
3.1 paraphrasing the properties of gases (Process/Skills) Through Science:
gases
1.a Star graphic Josefina Ma. Ferriols-
organizer Pavico, Phoenix
Publishing House; p.
Development of 4- 15
knowledge
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 4 SUMMATIVE EXAM

Page | 26
Day 1 4. Physical Supply Type Cooperative learning: Exploring Life
(Process/Skills) gallery walk Through Science:
changes by
1.a Spider Map Josefina Ma. Ferriols-
solids 4.Identify the physical changes undergone Pavico, Phoenix
by solids by: Publishing House; p.
4.1 listing the physical changes undergone Develop the habit of 4- 15
by solids
open-mindedness
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 2 5. Physical Interactive learning: Exploring Life
cabbage game Through Science:
changes by
Josefina Ma. Ferriols-
liquids Pavico, Phoenix
Publishing House; p.
5.Identify the physical changes undergone
Develop the habit of 4- 15
by liquids by:
5.1 listing the physical changes undergone open-mindedness
Science in Today’s
by liquids
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 3 6. Physical Inquiry based learning Exploring Life
6.Identify the physical changes undergone Through Science:
changes by
by gases by: Josefina Ma. Ferriols-
gases 6.1 listing the physical changes undergone Pavico, Phoenix
by gases Publishing House; p.
Develop the habit of 4- 15
open-mindedness
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 4 SUMMATIVE EXAM

Page | 27
Day 1 7. Motion of Supply Type Cooperative learning: Exploring Life
(process/Skills) gallery Walk Through Science:
solids
7.Explain how solids behave by: 1.a If and then True Josefina Ma. Ferriols-
7.1 constructing a model showing how of false Pavico, Phoenix
solids behave Publishing House; p.
7.2 interpreting the model 4- 15
Creativity
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 2 8. Motion of Supply Type Cooperative learning: Exploring Life
8.Explain how liquids behave by: (Process/Skills) expert Groups Through Science:
liquids
8.1 constructing a model showing how 1.a Spider Web Josefina Ma. Ferriols-
liquids behave Pavico, Phoenix
8.2 interpreting the model Publishing House; p.
4- 15

Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 3 9. Motion of gases Supply Type Pair Work: K-W-L Exploring Life
9.Explain how gases behave by: (Process/Skills) Chart Through Science:
9.1 constructing a model showing how 1.a Tree Chart Josefina Ma. Ferriols-
gases behave Pavico, Phoenix
9.2 interpreting the model Publishing House; p.
Creativity 4- 15

Science in Today’s
World; Dr. Eden Vela-
Evangelista; p. 194-
201
Day 4 SUMMATIVE EXAM

Page | 28
Day 1 10. Kinetic particle Supply Type Interactive Class Exploring Life
(Process/Skills) Discussion Through Science:
theory: solids
10.Infer kinetic particle theory of solids 1.a Simple Josefina Ma. Ferriols-
by: argumentation Pavico, Phoenix
10.1 recognizing kinetic particle theory of structure graphic Publishing House; p.
solids organizer 28-39
10.2 illustrating how kinetic particle Critical Thinking
theory is applied to solids Science in Today’s
10.3 drawing conclusion out of the World; Dr. Eden Vela-
illustration Evangelista; p.209-219
Day 2 11. Kinetic particle Simple Cooperative learning: Exploring Life
argumentation Home group and expert Through Science:
theory: liquids
11.Infer kinetic particle theory of liquids structure graphic group Josefina Ma. Ferriols-
by: organizer Pavico, Phoenix
11.1 recognizing kinetic particle theory of Publishing House; p.
liquids 28-39
11.2 illustrating how kinetic particle Critical Thinking
theory is applied to liquids Science in Today’s
11.3 drawing conclusion out of the World; Dr. Eden Vela-
illustration Evangelista; p.209-219
Day 3 12. Kinetic particle Simple Cooperative Learning:
Exploring Life
argumentation Bulbs Up
theory: gases Through Science:
12.Infer the kinetic particle theory of structure graphic
Josefina Ma. Ferriols-
gases organizer
Pavico, Phoenix
by:
Publishing House; p.
12.1 recognizing kinetic particle theory of
28-39
gases
Critical Thinking
12.2 illustrating how kinetic particle
Science in Today’s
theory is applied to gases
World; Dr. Eden Vela-
12.3 drawing conclusion out of the
Evangelista; p.209-219
illustration
Day 4 SUMMATIVE EXAM

Day 1 13. Substances Supply Type Interactive Learning: Exploring Life

Page | 29
 Appreciation (Process/Skills) bulbs up Through Science:
13.Describe the structure of substances Josefina Ma. Ferriols-
1.a Star chart
by: Pavico, Phoenix
13.1 stating the structure of substances Publishing House; p.
28-39

Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.209-219
Day 2 14. Mixtures Supply Type Cooperative learning: Exploring Life
14.Describe the structure of mixtures by: Hot Potato Through Science:
(Process/Skills)
14.1 stating the structure of mixtures Josefina Ma. Ferriols-
1.a Spider web Pavico, Phoenix
Publishing House; p.
Appreciation
28-39

Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.209-219
Day 3 15. ATOMIC Select Type Cooperative Learning: Exploring Life
15.Determine the number of protons in a Huddle Through Science:
STRUCTURE: (Knowledge)
particular atom by: Josefina Ma. Ferriols-
Protons 15.1 indicating how the number of 1.a Multiple Choice Pavico, Phoenix
protons in a particle is determined Publishing House; p.
Critical Thinking
15.2 solving the number of protons in a 50-61
particular atom
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.209-219
Day 4 16. ATOMIC Critical Thinking Supply Type Cooperative Learning: Exploring Life
16.Determine the number of neutrons in a Number Heads Through Science:
STRUCTURE: (Process/Skills)
particular atom by: Together Josefina Ma. Ferriols-
Neutrons 16.1 indicating how the number of 1.a Fill in the table Pavico, Phoenix
neutrons in a particle is determined Publishing House; p.
16.2 solving the number of neutrons in a 50-61
Page | 30
 particular atom
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.209-219

Day 1 17. ATOMIC Supply Type Cooperative Learning: Exploring Life

Bulbs Up Through Science:
STRUCTURE: (Process/Skills)
17.Determine the number of electrons in a Josefina Ma. Ferriols-
Electrons particular atom by: 1.a Fill in the table Pavico, Phoenix
17.1 indicating how the number of Publishing House; p.
Critical Thinking
electrons in a particle is determined 50-61
17.2 solving the number of electrons in a
particular atom Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.209-219
Day 2 SUMMATIVE EXAM
Day 3 18. PERIODIC Supply Type Cooperative learning: Exploring Life
(Process/Skills) Gallery walk Through Science:
TABLE OF
18.Trace the development of the periodic 1.a Continuum Josefina Ma. Ferriols-
ELEMENTS: table from observations based on graphic organizer Pavico, Phoenix
similarities in properties of elements Publishing House; p.
Development of
by: Develop sense of History 74-106
PT 18.1.outlining the development of the
periodic table from observations based on Science in Today’s
similarities in properties of elements World; Dr. Eden Vela-
Evangelista; p.247-265
Day 4 SUMMATIVE EXAM

Day 1 19. ARRANGEME 19.Predict the valence electron of an Critical Thinking Supply type Interactive board work Exploring Life
element by: (Process/Skills) Through Science:
NT OF
19.1.describing how the valence electron 1.a Problem Set Josefina Ma. Ferriols-
ELEMENTS: of an element is determined Pavico, Phoenix
19.2.using the periodic table to interpret Publishing House; p.
valence electron
the valence electron of an element 74-106
Page | 31
 Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.247-265
Day 2 20. ARRANGEME Supply type Cooperative Learning: Exploring Life
(Process/Skills) Number Heads Through Science:
NT OF
1.a Problem Set Together Josefina Ma. Ferriols-
ELEMENTS: 19.Predict the electron configuration of an Pavico, Phoenix
element by: Publishing House; p.
electron Critical Thinking
19.1.describing how the electron 74-106
configuration configuration of an element is determined
19.2.using the periodic table to interpret Science in Today’s
the electron configuration of an element World; Dr. Eden Vela-
Evangelista; p.247-265
Day 3 21. ARRANGEME Supply type Interactive learning:
(Process/Skills) Quiz Bowl Exploring Life
NT OF Through Science:
20.Predict the electron negativity of an 1.a Problem Set
ELEMENTS: Josefina Ma. Ferriols-
element by: Pavico, Phoenix
electron Publishing House; p.
20.1.describing how the electron Critical Thinking
negativity 74-106
negativity of an element is
determined Science in Today’s
World; Dr. Eden Vela-
20.2.using the periodic table to interpret Evangelista; p.247-265
the electron negativity of an element
Day 4 22. ARRANGEME Critical Thinking Supply type Cooperative learning: Exploring Life
(Process/Skills) Hot Potato Through Science:
NT OF
21.Predict the atomic radius of an element 1.a Problem Set Josefina Ma. Ferriols-
ELEMENTS: by: Pavico, Phoenix
21.1.describing how the atomic radius of Publishing House; p.
atomic radius
an element is determined 74-106
21.2.using the periodic table to interpret
the atomic radius of an element Science in Today’s
World; Dr. Eden Vela-
Page | 32
 Evangelista; p.247-265

Day 1 23. ARRANGEME Supply type Worksheets Exploring Life

(Process/Skills) Through Science:
NT OF
22.Predict the metallic character of an 1.a Problem Set Josefina Ma. Ferriols-
ELEMENTS: element by: Pavico, Phoenix
22.1.describing how the metallic character Publishing House; p.
metallic Critical Thinking
of an element is determined 74-106
character 22.2.using the periodic table to interpret
the metallic character of an element Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.247-265
Day 2 24. ARRANGEME Supply type Paired Activity Exploring Life
23.Predict the ionization energy of an (Process/Skills) Through Science:
NT OF
element by: 1.a Problem Set Josefina Ma. Ferriols-
ELEMENTS: 23.1.describing how the ionization energy Pavico, Phoenix
of an element is determined Publishing House; p.
ionization Critical Thinking
23.2.using the periodic table to interpret 74-106
energy the ionization energy of an element
Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.247-265
Day 3 25. ARRANGEME Supply type Board work Exploring Life
(Process/Skills) Through Science:
NT OF
24.Predict the electron affinity of an 1.a Problem Set Josefina Ma. Ferriols-
ELEMENTS: element by: Pavico, Phoenix
24.1.describing how the electron affinity Publishing House; p.
electron affinity Critical Thinking
of an element is determined 74-106
24.2.using the periodic table to interpret
the electron affinity of an element Science in Today’s
World; Dr. Eden Vela-
Evangelista; p.247-265
Day 4
SUMMATIVE EXAM

Page | 33
SUBJECT : SCIENCE 8

CONTENT STANDARD: Students learn how the body breaks down food into forms that can be absorbed through the digestive system and transported to cells.. They will
also learn the process of cell division by mitosis and meiosis. They understand that meiosis is an early step in sexual reproduction that leads to
variation and how energy is transformed and how materials are cycled in ecosystems.

PERFORMANCE Conducts an interview with the school nurse or the local health workers on practices that promote proper care for the organs of the digestive system
STANDARD:

PREPARED BY: ABERIA, MARJO A. – STA

TABEROS, MARY ANN A. – SSHS
PAMPLONA, JUNESSA Y. - SAHS

VALUES TO BE FORMATIVE
INTEGRATED AND
TIME LEARNING LEARNING COMPETENCIES INSTRUCTIONAL
(relate this to the SUMMATIVE REFERENCES
FRAME CONTENT (with success indicators, if needed) STRATEGIES
Vision-Mission & ASSESSMENT
Core Values TECHNIQUES
FOURTH QUARTER (7 Weeks)
Week 1
Appreciation Exploring Life
At the end of the lesson, the students CAN… Through Science:
1. Functions of
1.Identify the function of each organ in the Josefina Ma. Ferriols-
Day 1 each organ in digestive system by: Select Type Cooperative learning: Pavico, Phoenix
1.1 Recognizing the functions of each organ in (Knowledge) Expert groups Publishing House; p.
the digestive
the digestive system 1.a Modified 121-138
system Matching (See
Appendix E) Science in Today’s
Page | 34
 World; Dr. Eden
Vela-Evangelista;
p.274-287
Day 2 2. Interaction of 2.Describe the function of each organ in the Supply Type Cooperative learning: Exploring Life
digestive system by: (Process/Skills) Expert number heads Through Science:
organs in the
2.1 summarizing the function of each organ in the 1.a Tree Chart Josefina Ma. Ferriols-
digestive digestive system Pavico, Phoenix
Publishing House; p.
system
S8LT-Iva-13 Appreciation 121-138

Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.274-287
Day 3 3. Organs of the Supply Type Interactive Class Exploring Life
3.Explain the interaction of the organs in the (Process/Skills) Discussion Through Science:
digestive
digestive system 1.a Flowchart Josefina Ma. Ferriols-
system 3.1 using a diagram in showing the interaction of Pavico, Phoenix
the organs in the digestive system Publishing House; p.
3.2 translate the diagram Appreciation 121-138

Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.274-287
Day 4 Knowledge- Recognize the functions of each organ involved in digestion
SUMMATIVE EXAM Process- Summarize the functions of each organ in the digestive system
Understanding-show empathy about the digestive system
Week 2
Day 1 4. Interaction Select Type Worksheets Exploring Life
(knowledge) Through Science:
among organ Creativity
S8LT-Iva-13 1.a Multiple Chocie Josefina Ma. Ferriols-
systems Pavico, Phoenix
Page | 35
 Publishing House; p.
121-138

Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.274-287
Day 2 5. Digestion and Take home project Cooperative learning: Exploring Life
S8LT-Iva-13 in the form of a chart Hot potato Through Science:
Assimilation
showing the Josefina Ma. Ferriols-
digestive system Pavico, Phoenix
Publishing House; p.
Critical Thinking 121-138

Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.274-287
Day 3 6. Absorption Supply Type Cooperative learning:
6.1 Explain how digested food is absorbed (Process/Skills) Circle the sage Exploring Life
and Excretion
through the villi and is carried through the 1.a Cloud Chart Through Science:
bloodstream to the liver Josefina Ma. Ferriols-
6.2 Explain how dissolved wastes and solid Pavico, Phoenix
wastes are eliminated through the excretory Publishing House; p.
system by: Critical Thinking 121-138
6.2.1 summarizing how digested food is absorbed
through the villi and is carried through the Science in Today’s
bloodstream to the liver World; Dr. Eden
6.2.2 summarizing how dissolved wastes and Vela-Evangelista;
solid wastes are eliminated through the excretory p.274-287
system
Day 4 SUMMATIVE EXAM Knowledge- trace the path of food as it is being digested
Process- summarize the interaction of the digestive system to the respiratory and circulatory
systems
Page | 36
 Understanding- explain the importance of each process involved in digestion
Week 3
Day 1 7. Prevention, Select Type Graphic Organizer: Exploring Life
7.Illustrate how diseases of the digestive system (knowledge) Brainstorming chart Through Science:
detection, and
are detected, prevented, or treated 1.a tiered multiple Josefina Ma. Ferriols-
treatment of by: choice Pavico, Phoenix
7.1 exemplifying how diseases of the digestive Publishing House; p.
diseases of
system are detected, prevented, or treated 121-138
the digestive 7.2 demonstrating how diseases of the digestive
Appreciate
system are detected, prevented, or treated Science in Today’s
system
World; Dr. Eden
Vela-Evangelista;
p.274-287
Day 2 8. Helpful Select type Graphic Organizer: Exploring Life
(knowledge) Cluster Web Through Science:
practices
1.a Mulitple Chocie Josefina Ma. Ferriols-
affecting Pavico, Phoenix
8. .Identify helpful practices that affect the
Publishing House; p.
digestive digestive system by:
Appreciate 121-138
8.1 finding helpful practices that affect the
system
digestive system
Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.274-287
Day 3 9. Contemporar 9.Discuss contemporary health issues that Appreciate Group oral report Cooperative learning: Exploring Life
Expert number heads Through Science:
y health promote proper nutrition an overall wellness
Josefina Ma. Ferriols-
issues that by: Pavico, Phoenix
Publishing House; p.
promote 9.1 finding contemporary health issues that
121-138
proper promote proper nutrition an overall wellness
Science in Today’s
nutrition and 9.2 explaining contemporary health issues that
World; Dr. Eden
overall promote proper nutrition an overall wellness Vela-Evangelista;
p.274-287
Page | 37
 wellness
Day 4 Knowledge- recognize helpful practices that affect the digestive system
Process- give examples on how diseases of the digestive system are detected, prevented, or
treated
SUMMATIVE EXAM Understanding- explain contemporary health issues that promote proper nutrition an overall
wellness
Product- Conducts an interview with the school nurse or the local health workers on practices
that promote proper care for the organs of the digestive system
Week 4
Day 1 10. Organelles of 10.Identify organelles that are involved in cell Select Type Interactive learning: Exploring Life
(Knowledge) Cabbage game Through Science:
the cell division
1.a Modified Josefina Ma. Ferriols-
involved in by: matching Pavico, Phoenix
Publishing House; p.
cell division 10.1 recalling the organelles involved in cell
151-162
division Deepen knowledge
Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.291-301
Day 2 11. Mitosis and 11.Describe and compares the processes of Exploring Life
Through Science:
Meiosis mitosis and meiosis by:
Josefina Ma. Ferriols-
11.1 distinguishing mitosis and meiosis Supply Type Pavico, Phoenix
(Process/Skills) Publishing House; p.
11.2 contrasting mitosis and meiosis
1.a Compare and Think-Pair-Share 151-162
Deepen knowledge contrast graphic
organizer Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.291-301

Page | 38
Day 3 12. Significance 12.Explain the significance of meiosis in Exploring Life
Through Science:
of meiosis maintaining the chromosome number by:
Josefina Ma. Ferriols-
12.1 illustrating the significance of meiosis in Pavico, Phoenix
Supply Type
Publishing House; p.
maintaining the chromosome number (Process/Skills) Cooperative learning:
151-162
Deepen knowledge 1.a Spider map group brainstorming
graphic organizer
Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.291-301
Day 4 Knowledge- Recognize the organelles involved in mitosis and meiosis
SUMMATIVE EXAM
Process- Compare the process of mitosis and meiosis
Week 5
Day 1 13. Oogenesis 13.Differentiate oogenesis and spermatogenesis Supply Type Cooperative learning: Exploring Life
(Process/Skills) hot potato Through Science:
Vs. by:
Venn Diagram Josefina Ma. Ferriols-
Spermatogenesis 13.1 recognizes oogenesis and spermatogenesis graphic organizer Pavico, Phoenix
Publishing House; p.
13.2 mapping out the differences between
151-162
oogenesis and spermatogenesis Appreciate
Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.291-301
Day 2 14. Union of 14.Describe how the union of egg and sperm cells Supply Type Cooperative Learning: Exploring Life
(Process/skills) Number Heads Through Science:
Sperm and results variation by: Appreciate
1.a Spider web Together Josefina Ma. Ferriols-
Egg Cells 14.1 paraphrasing how the union of egg and Pavico, Phoenix
Publishing House; p.
sperm cells results variation
151-162

Science in Today’s
World; Dr. Eden
Page | 39
 Vela-Evangelista;
p.291-301
Day 3 15. Mendellian 15.Identify phenotypes as expression of inherited Select Type Interactive Class Exploring Life
(knowledge) Discussion Through Science:
Genetics characteristics by:
1.a Tiered Multiple Josefina Ma. Ferriols-
15.1 recognizing phenotypes as expression of choice Pavico, Phoenix
Publishing House; p.
inherited characteristics
151-162
Appreciate
Science in Today’s
World; Dr. Eden
Vela-Evangelista;
p.291-301
Day 4 Knowledge- Identify oogenesis and spermatogenesis
SUMMATIVE EXAM Process- Make conclusion on how egg and sperm cells unite and how they results to variation
Understanding- Apply the knowledge in real life context
Week 6
Day 1 16. Species Select Type Interactive classroom Exploring Life
16.Explain the concept of species as a (Knowledge) discussion Through Science:
diversity
1.a Multiple Choice Josefina Ma. Ferriols-
reproductively distinct group of organisms Pavico, Phoenix
by: Publishing House; p.
Critical Thinking 192-195
16.1 Translating a diagram presenting the concept
of species as a reproductively distinct group of Science in Today’s
World; Dr. Eden
organisms Vela-Evangelista;
p.307-321
Day 2 17. Hierarchical 17.1.Classify organisms using hierarchical Critical Thinking Supply Type Cooperative learning: Exploring Life
(Process/Skills) gallery Walk Through Science:
taxonomic taxonomic system (domain, kingdom, phylum,
1.aHierarchical Josefina Ma. Ferriols-
system of class, order, family, genus, species) based on graphic organizer Pavico, Phoenix
Publishing House; p.
species structure by:
192-195

Page | 40
 17.1.1 categorizing organisms using hierarchical
taxonomic system (domain, kingdom, phylum,
class, order, family, genus, species) based on
structure

17.2 Classify organisms using hierarchical

Science in Today’s
taxonomic system (domain, kingdom, phylum, World; Dr. Eden
Vela-Evangelista;
class, order, family, genus, species) based on
p.307-321
function by:
7.2.1 categorizing organisms using hierarchical
taxonomic system (domain, kingdom, phylum,
class, order, family, genus, species) based on
function
Day 3 18. Protection 18.Explain high biodiversity and low biodiversity Supply Type K-W-L Chart Exploring Life
(Process/Skills) Through Science:
and in maintaining the stability of an ecosystem by:
1.a T-chart Josefina Ma. Ferriols-
conservation 18.1 constructing diagram showing importance of Pavico, Phoenix
Publishing House; p.
of endangered low and high diversity in maintaining the stability
Critical Thinking 192-195
and of an ecosystem
Science in Today’s
economically 18.2 Translating the diagram
World; Dr. Eden
important Vela-Evangelista;
p.307-321
Day 4 SUMMATIVE EXAM Knowledge- recognize the hierarchy system based on structure and function
Process- make conclusion on the importance of biodiversity in maintaining stability in the
environment

Page | 41
 Understanding- Explain the concept of species as a reproductively distinct group of organisms
Product- Reports (e.g., through a travelogue) on the activities that communities engage in to
protect and conserve endangered and economically important species
Week 7
Day 1 Exploring Life
19. ECOSYSTE Through Science:
Josefina Ma. Ferriols-
M 19.Describe the transfer of energy through the Pavico, Phoenix
- Transfer trophic levels by: Supply type Publishing House; p.
Cooperative learning:
Critical Thinking (Process/Skills) 234-270
of Energy 19.1 demonstrating the transfer of energy through Hot potato
1.a Flowchart
in Trophic the trophic levels Science in Today’s
World; Dr. Eden
Levels Vela-Evangelista; p.
327-341
Day 2 20. Cycling of 20.1.Analyze the roles of organisms in the Supply Type Cooperative learning:
(Process/Skills) Expert groups
materials in the cycling of materials by:
1.a Spider Web
ecosystem 20.1.1 distinguishing the roles of Exploring Life
-Water cycle organisms in the cycling of materials Through Science:
Josefina Ma. Ferriols-
-Oxygen- carbon 20.1.2 Outlining the roles of organisms in Pavico, Phoenix
cycle the cycling of materials Publishing House; p.
Critical Thinking 234-270
-Nitrogen cycle
20.2Explain how materials cycle in an Science in Today’s
World; Dr. Eden
ecosystem by: Vela-Evangelista; p.
20.2.1 using an illustration showing how 327-341

materials cycle in an ecosystem

20.2.2 translate the graph
Day 3 21.Impact of 21.Suggest ways to minimize human impact on Develop a lifestyle Proposal on ways to Cooperative learning: Exploring Life
Page | 42
 human activities the environment by: minimize human group brainstorming Through Science:
impact on the Josefina Ma. Ferriols-
in an ecosystem 21.1 proposing ways to minimize human
environment Pavico, Phoenix
impact on the environment that cares and Publishing House; p.
234-270
nurtures the Earth
and all of creation Science in Today’s
World; Dr. Eden
Vela-Evangelista; p.
327-341
Day 4 Knowledge- identify how energy is transferred through tropic levels
SUMMATIVE EXAM Process- Summarize the roles of organisms in the cycling of materials
Product- Makes a poster comparing food choices based on the trophic levels

Page | 43