1st Quarter/First Periodical

Wee Content Performa Content Available Resources Learning Intended Teaching- Assessment Procedure and Tools
k Standard nce Competencies Learning Learning
Cove Standard Outcome (ILO) Methods
red
Wee The The Doing 1. OHSP Integrated Science I. The learners At the end of Discussion and The students will have a Group Work
k1 learners learners Scientific Quarter 1. Module 1. should be able the lessons, the Oral Questioning making a solution/s in a specific problem
demonst shall be Investigati 2. BEAM I. Module 2. to… students should about the using Scientific Method. They will write
rate an able to: ons 3. Chemistry III be able to: scientific method their solutions in a short bond paper and
understa Textbook. Mapa, Amelia P., Ph.D., 1. describe the and its steps present it in the front.
nding of: perform 1. Ways of et al. 2001. pp. components of 1. describe the using
in groups acquiring 7-9. * a steps of PowerPoint They will have an individual essay using
scientific in guided knowledg 4. Science and Technology III: scientific scientific Presentation. pen and paper about the purpose or
ways of investiga e and Chemistry investigation; method to importance of Scientific Method in life.
acquiring tions solving Textbook. NISMED. 2012. (S7MT-Ia-1) investigate a Guide Questions:
knowled involving problems pp. 3-5. question or 1. What is Materials/Tools:
ge communi 5. Science and Technology III. problem; Scientific Laptop
and ty-based NISMED. 1997. pp-14-16. Method? Bond Paper
solving problems 2. apply the 2. What are the
problems using scientific steps of scientific
locally method in method?
available designing a 3. Can you
materials process for explain one step
investigation; of scientific
and method?
4. Can you give
3. appreciate one solution in
the essence of the problem
scientific using scientific
method in life. method?
Wee The The 2. 1. EASE Science II. Module 7. 2. investigate At the end of Discussion using The students will have to answer the
k2 learners learners Diversity 2. APEX Chemistry Solutions. Unit properties of the lessons, the Genyo Learning Answer Sheet (LAS) about the
demonst demonstr of 2. Chapter 1. Lesson 1. unsaturated or students should topic we tackled.
rate an ate an Materials 3. BEAM III. Unit 3. 8 Demonstrate saturated be able to: Demonstration
understa understa in the Understanding of Solutions. The solutions; about the The students will have to conduct an
nding of: nding of: Environm Marvels of Solutions. September (S7MT-Ic-2) 1. Differentiate difference experiment regarding saturated and
ent 2009. between between unsaturated solutions.
 some prepare 4. Chemistry III saturated and saturated and
importan different 2.1 Textbook. Mapa, Amelia P., Ph.D., unsaturated unsaturated Materials:
t concentr Solutions et al. 2001. pp. solutions; solutions. Pen and Paper
propertie ations of 272-273. * Salt (NaCl)
s of mixtures 5. Science and Technology III: 2. Explain the Beaker
solutions according Chemistry supersaturated, 1L of Water
to uses Textbook. NISMED. 2012. solution
and pp. 114-119. equilibrium and
availabilit 6. Science and Technology III. recrystallization
y of NISMED. 1997. pp. 129-133. ;
materials
3. Create an
experiment of
saturated and
unsaturated
solutions.
Wee The The 2. 1. EASE Science II. Module 7. 3. express 1. Explain the Discussion using The students will have a recitation and
k3 learners learners Diversity 2. APEX Chemistry Solutions. Unit concentrations difference PowerPoint pre-activity with regards to the
demonst demonstr of 2. Chapter 1. Lessons 6-7. of solutions among percent Presentation concentration and properties of a
rate an ate an Materials 3. BEAM III. Unit 3. 8 quantitatively by weight, solutions.
understa understa in the Demonstrate Understanding of by preparing percent by Demonstration
nding of: nding of: Environm Solutions. The Marvels of different volume, and about solving The students will have to calculate the
ent Solutions. September 2009. concentrations percent by problems of a mole fraction of solute and solvent, and
some prepare 4. Chemistry III of mixtures weight/volume; solution the mass of a solution using different
importan different 2.1 Textbook. according to formulas.
t concentr Solutions 5. Mapa, Amelia uses and 2. Solve
propertie ations of P., Ph.D., et al. availability of problems Materials:
s of mixtures 2001. pp. 283- materials; involving Pen and Paper
solutions according 290. * Science and Technology III: (S7MT-Id-3) different Scientific Calculator
to uses Chemistry Textbook. NISMED. expressions of
and 2012. pp. 132-136. concentration
availabilit 6. Science and Technology III. of a solution
y of NISMED. 1997. pp. 142-153.
materials
Wee The The 2.2 1. EASE II. 4. distinguish 1. recognizes Discussion using The students will have a Substance and
k4 learners learners Substance Module 3. mixtures from that a PowerPoint Mixtures Recognition Test using pen and
demonst demonstr s and Lesson 2. substances substance has a Presentation paper with ICT integration.
 rate an ate an Mixtures 2. BEAM III. Unit based on a set unique set of
understa understa 2. 5 of properties; Demonstration The students will have an experiment as
nding of: nding of: Demonstrate properties; about compare well as investigation about mixing 2
Skill in (S7MT-Ie-f4) 2. investigate and contrast of materials.
the investigat Identifying the properties Substances and
propertie e the Chemical of mixtures; Mixtures Materials:
s of propertie System. Pure Laptop
substanc s of Substance and Mixture. August 3. Pen and Paper
es that mixtures 2009. demonstrates 3 Glasses of Water
distinguis of 3. EASE I. Module 5. Lesson 3. understanding Oil
h them varying Chemistry III Textbook. of the Salt
from concentr 4. Mapa, Amelia properties of Sugar
mixtures ations P., Ph.D., et al. 2001. pp. 3842. substances Spoon/ Stirring Rod
using 5. Science and Technology III: which
available Chemistry distinguish
materials Textbook. NISMED. 2012. pp. 34- them from
in the 38. mixtures
communi 6. Science and Technology III.
ty for NISMED. 1997. pp. 30-34.
specific
purposes
Wee The The 2.3 1. EASE II. 5. recognize 1. Learn that Discussion using The students will have a seatwork about
k5 learners learners Elements Module 3. that substances substance is media the different symbols and names of
demonst demonstr and Lesson 3. are classified classified into elements.
rate an ate an Compoun 2. BEAM III. Unit into elements elements and Showing a video
understa understa ds 2. 6 and compounds; clip The students will have a group work
nding of: nding of: Demonstrate Understanding of compounds; entitled “MixSing”, they will create a
Elements. Elements and (S7MT-Ig-h-5) 2. Guide Questions: lyrical song about the difference between
classifyin make a Compounds. Demonstrates 1. What is elements and compounds. (They can use
g chart, August 2009. 3. EASE I. Module 5. understanding Elements? any available materials for recognizing the
substanc poster, or Lesson 3. Chemistry III Textbook. of classifying 2. What is a elements and compounds.
es as multimed 4. Mapa, Amelia substances as Compounds?
elements ia P., Ph.D., et al. 2001. pp. 4549. elements or 3. Can you give Materials:
or presenta 5. Science and Technology III: compounds an example of Laptop
compoun tion of Chemistry elements and Periodic table of elements
ds common Textbook. NISMED. 2012. compounds? Pen and Paper
elements pp. 52-56. 6. 6. Science and Genyo
 showing Technology III. Question and Video Clips
their NISMED. 1997. Answer about
names, pp. 42-52. the substances
symbols, flashed on the
and uses screen.
1. Is it Element
or Compound?
Wee The The 2.4 Acids 1. BEAM III. 6. investigate 1. Discussion using The students will have to identify the
k6 learners learners and Bases Module 3. Lesson 3. properties of Demonstrates Interactive acids and bases in the screen and its
demonst demonstr 2. NSTIC Science acidic and basic understanding PowerPoint property to determine if it’s acid or base.
rate an ate an Manual. Biology mixtures using of common Presentation
understa understa Science Manual 413. 1.d Acids and natural properties of The students will have an experiment
nding of: nding of: Bases. indicators; acidic and basic Showing a video using different liquids to identify the level
3. NSTIC Science Manual. (S7MT-Ii-6) and mixtures; clip of acidity or alkalinity using pH paper.
the properly Chemistry Science Manual. pp. 34-
common interpret 39. 2. Recognize Guide Questions: Materials:
propertie product 4. Chemistry III common acids 1. Can you Beaker, 250 mL
s of labels of Textbook. Mapa, Amelia P., Ph.D., and bases; differentiate Erlenmeyer
acidic acidic et al. 2001. pp. acids and bases flask
and basic and basic 51-52. * 3. Understand in any aspects? Medicine droppers
mixtures mixture, 5. Science and Technology III: the concept of 2. What are the pH meter
and Chemistry pH properties of pH paper
practice Textbook. NISMED. 2012. pp. 62- acids? Test Tubes
safe ways 65. 3. What are the Vials
of properties of Volumetric flask, 250 mL
handling bases? Laptop
acids and Pen and Paper
bases
using
protectiv
e clothing
and
safety
gear
Wee The The 2.5 Metals 1. APEX. Phases of Matter. Unit 1. 7. describe 1. Discussion Every student will have to say one thing
k7 learners learners and Non- Chapter 2. some Demonstrates commonly used at home if it is metal or
demonst demonstr metals 2. EASE II. properties of understanding Showing video nonmetal and their basis for determining
 rate an ate an Module II. Lesson 3. metals and non- properties of clip it.
understa understa 3. EASE I. Module 5. pp. 16-18 and metals such as metals and
nding of: nding of: 23. luster, nonmetals; Guide Questions: The students will identify which metals
4. Science and Technology III. malleability, 1. What are the react on acids showing on the screen.
propertie properly NISMED. 1997. pp. 48-51. ductility, and 2. Enumerate differences
s of interpret conductivity. the different between metals Materials:
metals product (S7MT-Ij-7) metals that and nonmetals? Laptop
and labels of reacts on acids 2. Can you give Pen and Paper
nonmeta acidic and not. me one property Genyo
ls and basic of metals and Video Clip
mixture, nonmetals?
and Explain.
practice
safe ways
of
handling
acids and
bases
using
protectiv
e clothing
and
safety
gear
2nd Quarter/Second Periodical
Wee Content Performa Content Available Resources Learning Intended Teaching- Assessment Procedure and Tools
k Standard nce Competencies Learning Learning
Cove Standard Outcome (ILO) Methods
red
Wee The The Microscop Department of Education. (2009). The learners 1. Identify  Showing Activity Title:
k1 learners learners y: Parts Science and Technology II should be able the of video Name me!
textbook. (Rev. ed.). Pasig City:
demonst should be and to… parts of clip (3 (Group Quiz Bee - Performance Task)
Instructional Materials
rate an able to: Functions Development the guide  The students will be divided into 5
understa employ Corporation.  identify compo question groups,
nding of: appropria parts of und s) and  Each group will have to answer on
the parts te YouTube/Video Link: the microsc PowerPo what is the name and function of
and techniqu Microscope l Parts and Functions l microsc ope, int the part of the microscope
functions es using MEDTECHnik PH ope and 2. Differen Presenta  The teacher is pointing at, the
of the the www.youtube.com/watch? their tiate tion. groups will answer for 10 seconds
v=3pBulXR4iLQ
compoun compoun functio the “Guide and after that
d d ns; differen Questions”  they will raise their answers.
microsco microsco (S7LT- t types 1. What can  Materials:
pe pe to IIa-1) of you observe Chalks
gather microsc about the Rag
data opes, video? 1/8 illustration board
about 3. Recogni 2. How can
very ze the you explain
small importa the
objects nce of scientist’s
the manner of
compo handling the
und microscope?
microsc 3. Why is it
ope in important to
the become
field of familiar to
Science. the parts of
the
microscope?

 Demonst
ration of
the parts
of an
actual
compou
nd
microsco
pe.
 Discussio
n of the
functions
of the
parts of
 the
compou
nd
microsco
pe.
Proper Reyes, V.F., & Alfonso, L. G. (1979).  focus 1. Analyze . Activity Title:
Handling The microscope: Part 1. Manila: specim the  Demonst Show Me How!
and Use proper
Alemar- Phoenix Publishing House ens ration of -The students will be divided into 5
of the handlin
Microscop using the -Each group will divide the following task
g of
e YouTube/Video Link: the proper to their groupmates applying the
microsc
Microscope – Learn the Proper Use compou ope in a handling protocols in handling microscope:
of the Microscope nd science of the -Handling
www.youtube.com/watch? microsc laborato compou -Objective Adjustments
v=LphYsipaEZ4 ope; ry, nd -Course adjustment
(S7LT- 2. Apply microsco -Placing Slide
IIb-2) the pe. -Mirror Adjustment
handlin  Discussio -Each group will be given 5 minutes to
g demonstrate each all the tasks.
n of the
protocol
handling Materials:
s when
using a protocol Microscope
microsc s when Glass Slides
ope, using the
3. Explain compou
the nd
importa microsco
nce of pe.
proper
handlin
g of
microsc
ope.
Focusing Reyes, V.F., & Alfonso, L. G. (1979).  focus 1. demons  Demonst
Specimen The microscope: Part 1. Manila: specim trate ration of
s on the Alemar- ens the proper
Microscop Phoenix Publishing House using proper placing
e the focusin of
Youtube/Video Link: compou g of specime
Microscope – Learn the Proper Use nd specim ns in the
 of the Microscope microsc ens on glass
www.youtube.com/watch? ope; a slide
v=LphYsipaEZ4 (S7LT- microsc  Demonst
IIb-2) ope ration of
2. apply applying
the gram
system stains on
atic the
process specime
of ns.
prepari
ng
specim
ens
before
observi
ng on
the
microsc
ope
3. explain
the
importa
nce of
system
atic
process
in
focusin
g
specim
ens on
the
microsc
ope.
The The Focusing Education. (2003). The Pyramid of  describ 1. identify  Show Activity Title: Tarsia Puzzle
Learners learners Specimen Life (Levels of Biological e the the picture The class will be divided into 5 groups,
demonst should be s on the Organization). differen differen depicting each group will be given a set of tarsia
rate an able to: Microscop Biology Demystified: t levels t levels the puzzles. Their goal is to arrange the pieces
A Self-Teaching Guide. Retrieved
understa employ e of of example of the puzzle in any order/design and
January 16,
nding of: appropria Levels of 2012 from biologic biologic for the connect as many pairs that are related
the te Biological http://www.education.com/ al al different together, all the puzzle pieces must be
different techniqu Organizati organiz organiz levels of used. In a ½ crosswise they will list down
levels of es using on Video/YouTube Links: ation ation, organiza the paired words they get in arranging the
biological the https://www.youtube.com/watch? from from tion tarsia puzzle.
v=EtWknf1gzKo
organiza compoun cell to cellular,  Showing
https://www.youtube.com/watch?
tion d v=mQ26klraKvU biosphe organis of video Materials:
microsco re; mal to clips and Ballpen
pe (S7LT- 2. analyze PowerPo ½ Crosswise paper
to gather IIc-3) the int Tarsia Puzzle (prepared by the teacher)
data connec Presenta
about tions tion
very betwee about
small n the
objects differen levels of
t the biologica
level of l
biologic organiza
al tion
organiz Guide Questions
ation, 1. Why is it
3. produc that the
ea biologica
compre l
hensive organiza
diagra tion
m of starts
the from
levels smallest
of to
biologic largest?
al 2. Why is it
organiz that the
ation. biologica
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organiza
tion is
systema
tically
arranged
?
3. What do
you
think is
the most
importan
t level in
the
levels of
biologica
l
organiza
tion?
Why?
Wee The The Levels of Abistado J.M. and Valdoz M.P.  describ 1. identify  Showing Activity Title: Stand up! Hand up! Group
k2 Learners Learners Biological (2013). Science Links. Rex e the the of video up!
demonst should be Organizati Publishing differen differen clips and The class will stand up and raise their one
rate an able to: on t levels t levels PowerPo hand, they will be given random tags with
understa employ Video/Youtube Links: of of int the names of different levels of biological
nding of: appropria https://www.youtube.com/watch? biologic biologic Presenta organization, they will find their other
the te v=EtWknf1gzKo al al tion classmate that have the same tag in
different techniqu https://www.youtube.com/watch? organiz organiz about silence, one student at a time. Students
levels of es using v=mQ26klraKvU ation ation, the that have found groupmates will put their
biological the from from different hands down. Any other students who
organiza compoun cell to cellular, levels of have not found groupmates will keep their
tion d biosphe organis biologica hands raised until they find their group.
microsco re; mal to l After they find their groupmates each
pe (S7LT- 2. analyze organiza group will analyze and give their idea
to gather IIc-3) the tion. about it. Their goal is to list down as many
data connec Guide Questions as they can that describes it.
about tions 1. Why is it
very betwee that the Group 1 – Population
small n biologica Group 2 – Species
objects differen l Group 3 – Community
t the organiza Group 4 – Biosphere
level of tion
biologic starts Materials:
al from Bond paper
organiz smallest Marker
ation, to Yellow paper
3. produc largest? Ballpen
ea 2. Why is it
compre that the
hensive biologica
diagra l
m of organiza
the tion is
levels systema
of tically
biologic arranged
al ?
organiz 3. What do
ation. you
think is
the most
importan
t level in
the
levels of
biologica
l
organiza
tion?
Why?

 Show
pictures
of
 example
of
biologica
l
organiza
tion in
the
environ
ment.
The The Animal Prentice Hall (1995). Exploring life  differen 1. Discuss  Video Group Performance Task:
Learners Learners and Plant science laboratory manual.New tiate the presenta Laboratory Experiment
demonst should be Cells Jersey:Prentice Hall,Inc. plant differen tion -Pour some distilled water into a watch
rate an able to: and t parts Guide Questions glass.
understa employ Video/Youtube Links: animal and 1. What -Peel off a leaf from half a piece of onion
nding of: appropria PLANT VS. ANIMAL CELLS cells functio organelles is and using the forceps, pull out a piece of
the te https://www.youtube.com/watch? accordi ns of present to the transparent onion peel (epidermis) from
differenc techniqu v=ApvxVtBJxd0 ng to the animal cell but the leaf.
e es using Overview of animal and plant cells, presenc animal absent to the -Put the epidermis in the watch glass
between the Khan Academy e or and plant cell, vice containing distilled water.
animal compoun https://www.youtube.com/watch? absenc plant versa? -Take a few drops of safranin solution in a
and plant d v=24YMQ9GvLss e of cells, 2. Why is it that dropper and transfer this into another
cells microsco certain 2. Compar there is some watch glass.
pe organell e and organelles are -Using a brush, transfer the peel into the
to gather es; contras present and watch glass containing the safranin
data (S7LT- t the absent to animal solution.
about IId-4) parts of and plant cells? -Let this remain in the Safranin solution
very the 3. How can you for 30 seconds, so that the peel is stained.
small animal explain the -Take the peel from the Safranin solution
objects and importance of using the brush and place it in the watch
plant the present and glass containing the distilled water.
cells, absent -Take a few drops of glycerin in a dropper
3. Assess organelles? and pour 2-3 drops at the center of a dry
the  PowerPo glass slide.
presenc int -Using the brush, place the peel onto the
e or Presenta slide containing glycerin.
absenc tion -Take a cover slip and place it gently on
e of  Presenta the peel with the aid of a needle.
 certain tion of -Remove the extra glycerin using a piece
organell 3D of blotting paper.
es in model or -Place this glass side on the stage of the
the pictures compound microscope and view it.
animal of the -After the observation, the student will
and animal answer the activity sheet that the teacher
plant and prepared.
cells. plant
cells Materials:
Microscope
Dropper
Methylene solution
Safranine solution
Glycerin
Toothpick/Forceps
Needle/Brush
Glass slide
Cover slip
Onion
Distilled water

Wee The The Plant Cells Prentice Hall (1995). Exploring life  differen 1. Discuss  PowerPo Individual Task:
k3 Learners Learners science laboratory manual.New tiate the int For their assignment:
demonst should be Jersey:Prentice Hall,Inc. plant differen Presenta The students will construct a drawing of a
rate an able to: and t parts tion plant cell, with labels and its functions.
understa employ Video/Youtube Links: animal of the  Presenta
nding of: appropria PLANT VS. ANIMAL CELLS cells animal tion of Materials:
the te https://www.youtube.com/watch? accordi and 3D Drawing materials
differenc techniqu v=ApvxVtBJxd0 ng to plant model or Long bond paper
e es using Overview of animal and plant cells, presenc cells, pictures Ballpen
between the Khan Academy e or 2. Compar of the
animal compoun https://www.youtube.com/watch? absenc e and animal
and plant d v=24YMQ9GvLss e of contras and
cells microsco certain t the plant
pe organell parts of cells
to gather the
data es; animal
about (S7LT- and
very IId-4) plant
small cells,
objects 3. Assess
The Animal the Individual Task:
Learners Cells presenc For their assignment:
should be e or The students will construct a drawing of
able to: absenc an animal cell, with labels and its
employ e of functions.
appropria certain
te organell Materials:
techniqu es in Drawing materials
es using the Long bond paper
the animal Ballpen
compoun and
d plant
microsco cells
pe
to gather
data
about
very
small
objects
The Animal  explain 1. Investig  PowerPo Individual Task:
Learners and Plant why the ate the int The students will construct a drawing of
should be Cells cell is differen Presenta the different organelles inside an animal
able to: conside t tion and plant cell, they will then identify what
employ red the process  Presenta role is it responsible of in that specific cell.
appropria basic es that tion of
te structur takes 3D Materials:
techniqu al and place model or Drawing materials
es using functio inside pictures Long bond paper
the nal unit an of the Ballpen
compoun of all animal animal
d organis and and
 microsco ms; plant plant
pe (S7LT- cell, cells
to gather IIe-5) 2. Analyze
data the
about functio
very ns and
small role of
objects each
organell
es in
the
animal
and
plant
cell,
3. Realize
the
importa
nce of
the cell
in
animals
and
plants.
The The Microorga Carale, L., Galvez, E. & Reyes, R.  identify 1. Compar  PowerPo Laboratory Experiment
Learners Learners nisms (1990). Science and Technology for benefici e int
demonst should be a Better al and eukaryo Presenta Hay Infusion
rate an able to: Life 2. Biology Workbook. Makati: harmful tic and tion The students will be grouped into 5, each
understa employ Basic Media Systems. microor prokary  Presenta group will gather water in the fountain,
nding of: appropria ganisms otic tion of drainage and other water sources except
organism te Prokaryotic vs. Eukaryotic Cells ; (S7LT- cell, pictures for bottled and tap water, using their
s that techniqu https://www.youtube.com/watch? IIf-6) 2. Differen of bottled jars.
can only es using v=Pxujitlv8wc tiate example
be seen the the s of Using the microscope, the students will
through compoun Microorganisms unicellu microorg then use a dropper to put a drop of water
the d https://www.youtube.com/watch? lar anisms, to the glass slide then cover it with a cover
microsco microsco v=JZjzQhFG6Ec microor fungus, slide. Each group will then record their
 pe, many pe https://www.youtube.com/watch? ganism protists, observation of the microorganisms that
of to gather v=YSitT0oOoyc to the and they will see under the microscope. They
which data multicel bacteria can use the list of pictures of the
consist of about Cells, Unicellular Organisms and lular microorganisms that the teacher will give
only very Multicellular Organisms microor before the experiment.
one cell small https://www.youtube.com/watch? ganisms
objects v=-BobUiQRhJ0 , Materials:
3. Identify Microscope
the Dropper
Helpful and Harmful differen Jar container/beaker
Microorganisms t types Slide
https://www.youtube.com/watch? of Slide cover
v=13_qN_dPofE unicellu Gloves
lar Apron
microor
ganism.
Wee The The Microorga Carale, L., Galvez, E. & Reyes, R.  identify 1. Compar  PowerPo
k4 Learners Learners nisms (1990). Science and Technology for benefici e int
demonst should be a Better al and eukaryo Presenta
rate an able to: Life 2. Biology Workbook. Makati: harmful tic and tion
understa employ Basic Media Systems. microor prokary  Presenta
nding of: appropria ganisms otic tion of
organism te Prokaryotic vs. Eukaryotic Cells ; (S7LT- cell, sample
s that techniqu https://www.youtube.com/watch? IIf-6) 2. Differen of types
can only es using v=Pxujitlv8wc tiate of
be seen the the microorg
through compoun Microorganisms unicellu anisms
the d https://www.youtube.com/watch? lar
microsco microsco v=JZjzQhFG6Ec microor
pe, many pe https://www.youtube.com/watch? ganism
of to gather v=YSitT0oOoyc to the
which data multicel
consist of about Cells, Unicellular Organisms and lular
only very Multicellular Organisms microor
one cell small https://www.youtube.com/watch? ganisms
objects v=-BobUiQRhJ0 ,
3. Identify
 the
Helpful and Harmful differen
Microorganisms t types
https://www.youtube.com/watch? microor
v=13_qN_dPofE ganisms
.
The Asexual Campbell, N.A. & Reece, J. B.  differen 1. Explain  PowerPo Reproduction Cards
Learners reproducti (2009). Biology (8th edition). San tiate the int To play this game, you can make cards or
demonst on Francisco: asexual process Presenta have students make cards for each other.
rate an Sexual Pearson/Benjamin Cummings. from of tion Make one set of cards for each of the
understa reproducti sexual reprodu following types of reproduction:
nding of: on reprodu ction, •fission
reproduc ction in 2. Describ •budding
tion terms e the •sporogenesis
being of: differen •fragmentation
both *numb ce •parthenogenesis.
asexual er of betwee Color-code the cards by using different
or sexual individu n colored index cards or drawing a colored
als asexual dot on the back to show which kind of
involve and reproduction each card is associated with.
d; sexual The teacher will then give hints about the
*similar reprodu description of the types of reproduction
ities of ction then the students will then pick what
offsprin 3. Discuss color/type of reproduction is being
g to the described.
parents differen
; (S7LT- t types
IIg-7) of
sexual
and
asexual
reprodu
ction,
Wee The The Asexual Campbell, N.A. & Reece, J. B.  differen 1. Explain  PowerPo Group Performance Task:
k5 Learners Learners reproducti (2009). Biology (8th edition). San tiate the int The students will be divided into 5 groups
demonst should be on Francisco: asexual process Presenta for this activity. Each group should take
rate an able to: Sexual Pearson/Benjamin Cummings. from of tion responsibility for thinking of one kind of
understa employ reproducti sexual reprodu asexual reproduction, such as fission or
nding of: appropria on Asexual and Sexual Reproduction reprodu ction, parthenogenesis, and one example of
reproduc te https://www.youtube.com/watch? ction in 2. Describ sexual reproduction in a species, such as
tion techniqu v=fcGDUcGjcyk terms e the birds, flowering plants, or mammals.
being es using of: differen Then, they should create two different
both the Fertilization Process l Reproduction *numb ce diagrams, one representing each of the
asexual compoun in Animals er of betwee processes they are working on. Students
or sexual d https://www.youtube.com/watch? individu n should create each diagram separately at
microsco v=5EvnCzOpy2o als asexual first. When they are finished, ask them to
pe involve and look at their diagrams together and talk
to gather d; sexual about the similarities and differences
data Fertilization in Flowering Plants *similar reprodu between each process.
about https://www.youtube.com/watch? ities of ction Finally, give students an opportunity to
very v=dgFY7WUTASQ offsprin 3. Discuss share their work with their classmates
small g to the
objects parents differen
; (S7LT- t types
IIg-7) of
sexual
and
asexual
reprodu
ction

 describ 1. Compar  PowerPo Summative Test:

e the e the int The teacher will give a quiz about the
process process Presenta lesson.
of of tion
fertiliza reprodu  Demonst
tion; ction in ration of
(S7LT- animals the
IIg-8) and fertilizati
plants. on
2. Discuss process
the through
parts of drawing
the or
 plants pictures.
involve
in
fertiliza
tion
3. Differen
tiate
process
of
pollinati
on and
fertiliza
tion in
plants.
Wee The The 1. Campbell, N.A. & Reece, J. B.  differen 1. Analyze  Video Summative Test
k6 Learners Learners Compone (2009). Biology (8th edition). San tiate the presenta
demonst should be nts of an Francisco: biotic differen tion
rate an able to: ecosyste Pearson/Benjamin Cummings. from ce  PowerPo
understa conduct a m abiotic betwee int
nding of: collabora 2. Ecosystem and Its Major compon n biotic Presenta
organism tive Ecological Components ents of and tion
s action to relationsh https://www.youtube.com/watch? an abiotic
interacti preserve ips v=P8KndbU_LRU ecosyst compo
ng the 2.1 em; nent in
with ecosyste Symbiotic Ecological Relationships (S7LT- the
each m in the relationsh https://www.youtube.com/watch? IIh-9) ecosyst
other locality ips v=rNjPI84sApQ em,
and 2.2 Non 2. Evaluat
with symbiotic Symbiotic Relationships - e the
their relationsh Mutualism, Commensalism, relation
environ ips Parasitism, Predation, Competition ship
ment 3. II Symbiosis betwee
to Transfer n the
survive of energy https://www.youtube.com/watch? biotic
through v=nqPhY1-4f_0 and
trophic abiotic
levels Transfer of Energy In Trophic compo
Levels nents in
https://www.youtube.com/watch? the
v=0glkXIj1DgE ecosyst
em,
3. Explain
the
importa
nce of
the
connec
tion of
the
biotic
and
abiotic
compo
nents
to each
other
 describ 1. Analyze  PowerPo Summative Test
e the the int
differen differen Presenta
t t tion
ecologic ecologi  Demonst
al cal ration of
relation relation example
ships ships in s of
found the ecologic
in an environ al
ecosyst ment, relations
em; 2. Differen hips
(S7LT- tiate through
IIh-10) symbio pictures.
tic and
non-
symbio
tic
 relation
ship,
3. Discuss
the
importa
nce of
ecologi
cal
relation
ships in
the
ecosyst
em.
Wee The The 1. Campbell, N.A. & Reece, J. B.  predict 1. Examin  PowerPo Group Performance Task:
k7 Learners Learners Compone (2009). Biology (8th edition). San the e the int The students will be divided into 5 groups,
demonst should be nts of an Francisco: effect differen Presenta each group will construct a diagram of the
rate an able to: ecosyste Pearson/Benjamin Cummings. of t types tion food chain and food web and to be
understa conduct a m changes of  Demonst presented and explain based on the
nding of: collabora 2. Ecosystem and Its Major in one symbio ration of collaboration of their ideas.
organism tive Ecological Components popula tic the
s action to relationsh https://www.youtube.com/watch? tion on relation diagram
interacti preserve ips v=P8KndbU_LRU other ships, of the
ng the 2.1 popula 2. Explain process
with ecosyste Symbiotic Ecological Relationships tions in the of food
each m in the relationsh https://www.youtube.com/watch? the process chain
other locality ips v=rNjPI84sApQ ecosyst of food and web
and 2.2 Non em; chain and
with symbiotic Symbiotic Relationships - (S7LT- and transfer
their relationsh Mutualism, Commensalism, IIi-11) food of
environ ips Parasitism, Predation, Competition web, energy in
ment 3. II Symbiosis 3. Discuss trophic
to Transfer the levels.
survive of energy https://www.youtube.com/watch? process
through v=nqPhY1-4f_0 and
trophic importa
levels Transfer of Energy In Trophic nce of
Levels transfer
https://www.youtube.com/watch? of
v=0glkXIj1DgE energy
in the
trophic
levels in
the
ecosyst
em.
 predict 1. Identify  Video Group Performance Task:
the the presenta The students will be group into 5, each
effect differen tion group will construct a comprehensive and
of t Guide Questions: brief model of the processes in the
changes Biogeoc 1. How can following types of Biogeochemical Cycle:
in hemical you Water Cycle
abiotic Cycles explain Oxygen Cycle
factors 2. Examin the Nitrogen Cycle
on the e the differenc Carbon Cycle
ecosyst process es of the Phosphorous Sulfur Cycle
em. of the different
(S7LT- differen biogeoch
IIj-12) t emical
Biogeoc cycles?
hemical 2. Why are
Cycles these
3. Explain cycles
the importan
importa t in the
nce of ecosyste
the m?
Biogeoc 3. What do
hemical you
Cycles think will
for the happen
living if one
things cycle
in the disappea
ecosyst rs from
 em. the
ecosyste
m?

 PowerPo
int
Presenta
tion
 Presenta
tion of
the
different
diagrams
of
Biogeoch
emical
Cycles
3rd Quarter/Third Periodical
Wee Content Performa Content Available Resources Learning Intended Teaching- Assessment Procedure and Tools
k Standard nce Competencies Learning Learning
Cove Standard Outcome (ILO) Methods
red

Wee The The Motion in Science and Technology I: 1. describ  Describ  Video/Po Activity: “Show Me the Motion!!!” Group
k1 learners learners One Integrated Science Textbook for e the e the werPoint students into 5. Let them organize their
demonst shall be Dimensio First Year. Villamil, Aurora M., motion motion presenta group and prepare a presentation (any
rate an able to: n Ed.D. 1998. of an of an tion situation that shows motion).
understa conduct a 1. object object Guide This will be done in role-playing.
nding of: forum on Descriptor in through Questions: What Later on, ask the students if their
motion mitigatio s of terms words are the ways of presentation showed
in one n and Motion of and describing the motion. Let them describe the
dimensio disaster 1.1 distanc visual; motion of motion in words and visuals.
n risk Distance e or  Differen objects?
reduction or displace tiate  Group Guess the Picture Activity: “Is it distance
Displacem ment, distanc Activity or is it displacement”
ent speed e from (role- Let them identify which is distance and
1.2 Speed or displace play): which is displacement:
or velocity ment; “Show A. A boy runs 30m
Velocity , and  Calculat Me the from the church
1.4 acceler e an Motion!! going to the plaza.
Accelerati ation object’s !” B. The bus runs
on (S7FE- distanc  Discussio 50km/hr.
2. Motion IIIa1); e and n of Ask them how did they
Detectors displace motion, know that it is distance?
ment distance, Displacement? (Withhold
from its and answers)
point of displace
origin. ment Group Activity: “Road Map”
 Guess 1.Divide the class into 5 groups.
the 2.Assign area for each group (Assign
Picture locations
Activity: that will pass through different points
“Is it before
Distance reaching the final point.)
or is it Ex. From library to
Displace canteen, entrance gate
ment” to principal’s office, etc.
 Group 3.Let the students devise ways to easily
Activity: measure
“Road distance. The teacher may check the
Map” nonstandard
measurement of student.
4.Using appropriate
measuring device
(meter stick), students
will gather data that will
be needed in the road
map. Make sure to take
down notes of the different building,
landmarks, corners they
 pass by.
5.Using gathered data the group will draw
road map of the location
assigned to them on a
manila paper. Decide on
the most convenient
scale to use when drawing a road map.
Example:
Ex. 30cm=5m
30cm=10m
Label the road map
properly, specify the length
of the road.

Paper and pencil test

Science and Technology IV: Physics 2. differen 1. Differen  Video/Po Individual Activity: “Speed and Velocity”
Textbook. NISMED. 2012. p. 258. tiate tiate werPoint Instructions: Identify if these daily
quantiti speed presenta activities or natural occurrences describe
YouTube video: The Difference es in from tion speed or velocity.
Between Speed & Velocity terms velocity Guide 1. Tricycle moving with the speed of
of ; Questions: 20km/hr.
magnit 2. Define Let the students 2. Cisco Bus traveling East with the
ude and acceler define speed of 80km/hr.
directio ation acceleration 3. Typhoon heading West north west
n (S7FE- and based on their of the Philippines with the speed
IIIa2); solve understanding of of 180km/hr.
proble the video.
ms on  Discussio Activity: “On my way home”
acceler n on Ask 2-3 volunteers to
ation; speed illustrate or draw their
3. and motion or trip from their
Catalog velocity house to school.
ue daily from Ask another volunteer to
activitie learning describe that motion.
s that materials Hold their answers until the discussion is
 involves  Group done.
speed activity Guide question: What is acceleration?
and  Showing How can we determine
velocity of acceleration?
. graphic
organize Paper and pencil test
rs
Science and Technology IV: Physics 3. create 1. Illustrat  PowerPo Activity:
Textbook. NISMED. 2012. p. 285. and e speed int Group the class into 5 and each group
interpre and presenta must present a play, or a scene where it
t visual acceler tion shows motion observed in everyday life.
represe ation  Show (Example: exercising in the morning)
ntation through graphical Paper and pencil` test
of the graphic presenta
motion al tion of
of represe the topic
objects ntation;  Discussio
such as 2. Role- n from
tape play learning
charts differen materials
and t and
motion motion learning
graphs s modules
(S7FE- observe  Discussio
IIIb3); d on n on
everyda speed
y life. and
accelera
tion
Wee The The Waves 1.OHSP. Module 15. 2.EASE 4. infer 1. Define  PowerPo Summative Test
k2 learners learners 1. Types Physics. Module 15. 3.Science and that waves int
demonst shall be of Waves Technology IV: Physics Textbook waves and presenta
rate an able to: 2. for Fourth Year Rabago, Lilia M., carry classify tion
understa conduct a Characteri Ph.D., et al. 2001. pp. 194-197. * energy it  Group
nding of: forum on stics of (S7LT- accordi Activity
waves as mitigatio Waves IIIc4); ng to and
a carrier n and 2.1 the experim
of energy disaster Amplitude motion ent
risk 2.2 of  Discussio
reduction Waveleng particle n from
th 3. s in learning
Wave relation materials
Velocity to the and
directio learning
n of modules
wave
motion;
Activity: Let’s Wave!!! Let the students’
2. Determi
wave to their seat mate and let them
ne
observe the motion of their hand. Using a
differen
basin with water
t
throw a stone in the middle of
sources
the basin. Let the student describe what is
of
being formed? Let them put their hand on
waves
the voice box as they say
“ahhhhh!!!!”
Let the students describe what they feel
as they make
sound.

Materials:
Module, basin filled with water
stone, rope(5m), colored
ribbon, coil spring, paper boat

Paper and pencil test

1.OHSP. Module 15. 2.EASE 6. differen 1. Differen  PowerPo Activity: Slinky
Physics. Module 15. 3.Science and tiate tiate int Teacher will play the slinky. First, he/she
Technology IV: Physics Textbook transve mechan presenta will make a wave by creating it
for Fourth Year. Rabago, Lilia M., rse ical tion perpendicular to the direction that the
Ph.D., et al. 2001. pp. 202-203. from from  Discussio wave moves to show the transverse wave.
longitu electro n from The second technique is parallel to the
dinal magne learning direction that the wave moves.
waves, tic materials The students will tell the difference by
and waves. and watching both technique in a piece of
mechan 2. List learning paper.
ical exampl modules
from es of  Individua Material:
electro transve l Activity: Slinky
magne rse and Slinky Piece of paper
tic longitu
waves dal Paper and pencil test
(S7LT- waves
IIIc5);
1.OHSP. Module 15. 2.EASE 7. relate 1. Enumer  Video/Po Materials: Wave Interference
Physics. Module 15. 3.Science and the ate and werPoint downloaded from PHET Colorado
Technology IV: Physics Textbook charact describ presenta and Electromagnetic chart.
for Fourth Year. Rabago, Lilia M., eristics e the tion Guide on using the simulation tools will be
Ph.D., et al. 2001. pp. 198-200. * of differen Guide distributed by the teacher and can be
waves t Questions: downloaded at the PHET Website
Wave Interference downloaded (S7LT- charact -What do you
from PHET Colorado IIId6); eristics/ call the highest Paper and pencil test
proper point of a wave?
ties of -The lowest
waves. point?
2. Determi -What is
ne the wavelength?
wave’s -What is its unit
velocity of measure?
3. Relate -What is wave’s
the frequency?
relation -What is its unit
ship of measure?
 among -What wave
wave characteristic
speed, refers to the
wavele time required for
ngth, one complete
and wave to pass a
frequen given point?
cy What is its unit
of measure?
-What wave
characteristic
refers to the
maximum
 Discussio
n from
learning
materials
and
learning
modules
 Experim
ental
activity
using
Simulati
on tools

Wee The The Characteri 1. EASE Physics, Module 16  Describ 1. Describ  Showing They will have an individual activity and
k3 learners learners stics of 2. OHSP, Module 16 e the e how a video create their own DIY guitar.
demonst shall be sound 3. Science and Technology IV: charact sounds clip
rate an able to: Physics Textbook. NISMED. 2012. eristics are Entitled, Materials needed:
understa pp. 371-372 of produc “KS3 1. shoe box,
nding of: Conduct 4. Science Sauce. KS3 Science sound ed and Science 2. strings (in different sizes)
a forum video on sound. using transmi video on 3. scissors
The on http://sciencesauce online.com/ the tted; sound.” 4. cutter
character mitigatio 5. Learning Games for Kids. concept 2. Describ Guide Question: 5. any art materials to create a nice and
istics of n and Vibration Science Video. s of e the 1. How sound is beautiful guitar
sound disaster wavele vibratio produced and
risk ngth, n of transmitted? The steps in making this are:
reduction velocity sound. 1. Cut a hole on the cover of the shoe box.
. and  Showing (Note: Be careful when using sharp
amplitu a video objects.)
de. clip. 2. Design your shoe box to cover the shoe
(S7LT- Entitled brand printed in the box.
IIId-7) 1. Vibration 3. Place the strings on the box. Make sure
Science Video that it will create different sounds.
2. The Science of 4. You can now make sounds using your
the String DIY guitar.
Phone-
#sciencegoals After they make their DIY guitar, let them
perform or play a sound using that. And
Guide they will have to answer the question,
Questions: “How sound are produced and
1. Does the transmitted?”
sound travels Place your one hand on your mouth while
when the strings saying “OH! OH! OH!”
are loose? Why
or why not? What did you feel?

2. Does the Were there vibrations in your throat?

sound travels Another one is place your right hand on
when the strings your right ear, and gently tap your left ear
are tight? Why by using your left hand.
or why not?
 Group What happens?
brainstor
ming This time, place your left hand on your left
about ear, and gently tap your right ear by using
the your right hand.
characte
ristics of What happens?
sound.
In which situation did you encounter
 louder sound? Clear sound?
Characteri 1. EASE Physics, Module 16  Explain 1. Describ  Showing They will bring anything that produces
stics of 2. OHSP, Module 16 sound e how a video sounds.
sound 3. Science and Technology IV: produc sound clip
1. Pitch Physics Textbook. NISMED. 2012. tion in waves Entitled, The class will have a discussion on:
2. pp. 372-375 the are 1. Medline Plus. 1. What is sound wave?
Loudness 4. Medline Plus. Hearing and the human receive Hearing and the 2. What are needed in sound production?
3. Quality cochlea, http://medlineplus.gov voice d by the cochlea 3. What are the media for sound
of sound 5. Knowledge Platform. box, human 2. The pitch and transmission?
The pitch and loudness of sound, and ear. loudness of 4. Compare the transmission of sounds in
and a comparison of audible how 2. State sound, and a different media (solid, liquid, gas).
frequency ranges. pitch, the comparison of
http://www.youtube.com/c/Knowl loudnes differen audible
edgePlatform,com s, and ce frequency ranges The class will have a discussion about
quality betwee 3. Sound their previous knowledge on frequency,
of n Properties wavelength, amplitude, loudness and
sound frequen (Amplitude, pitch.
vary cy, Period, They will have a quiz and answer the
from wavele Frequency, and following questions:
one ngth, Wavelength) 1. What are the different characteristics of
person amplitu 4. How sound sound wave?
to de, travels across 2. Differentiate those characteristics from
another loudnes different one another.
. (S7LT- s and Mediums 3. Define and explain what is frequency,
IIIe-8) pitch. wavelength, amplitude, loudness and
Guide pitch.
Questions:
1. What is sound Assignment
wave?
Explain which occurs first, lightning or
2. What are thunder?
needed in sound
production?

3. What are the

media for sound
transmission?
 4. Compare the
transmission of
sounds in
different media
(solid, liquid,
gas).

5. Where does
sound travels
fastest? Slowest?

 Group
brainstor
ming
about
the
characte
ristics of
sound.
Sound 1. EASE Physics, Module 16  Describ 1. Describ Group Get 2 different type of glass; plastic and
Frequenci 2. OHSP, Module 16 e how e how brainstorming ceramic.
es 3. Science and Technology IV: organis sound about the Tap them gently with the use of spoon.
Physics Textbook for Fourth Year, ms waves characteristics of What happens?
Rabago, Lilia M., Ph.D., et al. 2001. produc of sound. Did they produced different sound?
pp. 221-226 e, differen Clap your hands and tap your feet.
4. WFYIOnline. Sound waves and transmi t What happens?
frequencies t, and frequen Did it produced greater sound?
receive cies are
sound receive
of d. Ask 4 students with different voices
various 2. Describ (soprano, alto, tenor, bass) and let them
frequen e how sing a common song.
cies sound
(infraso waves Who produces high and low pitch sound?
nic, of
audible, differen Let the students identify and give the
 and t importance of the different classifications
ultraso frequen of waves according to their frequencies.
nic) cies are Assignment:
(S7LT- receive Answer the following questions.
IIIe-9) d.
1. How do bats search for their food at
night? Explain
2. Differentiate infrasonic, ultrasonic and
audible sounds.
3. What happens if you scratch a piece of
glass? Does it affect your hearing? How?

Wee The The Characteri 1. EASE Physics, Module 3.  Relate 1. Identify  Lecture/ Ask the learners if what light sources are
k4 learners learners stics of 2. Science and Technology IV; charact the class available at their home and community.
demonst shall be Light Physics and Textbook for Fourth eristics other discussio
rate an able to: 1. Year, Rabago, Lilia M., Ph.D., et al. of light sources n about They will have a group activity on how to
understa Intensity 2001. P.236. such as of light. the make their own lamp by using available
nding of: Suggest of 3. Letstute. Introduction to color sources resources at home.
proper brightness Light/Types and Properties of and of light
The lighting in 2. Color Light/Physics/ intensit  State the Materials needed:
character various Science,www.lestute.com y to differenc 1. Glass jar with Cover
istics of activities. frequen e 2. piece of cloth
light. cy and between 3. salt
wavele brightne 4. cooking oil
ngth. ss and 5. match/lighter
(S7LT- intensity
IIIf-10) of light. Steps in making this activity:
1. Put the salt inside the jar. (1/2 of the
jar).
2. Place your piece of cloth in the middle
of the jar. Make sure you rolled it tightly
because this will serve as your source of
light.
3.. Pour the cooking oil inside the jar
(filled the top part of the salt)
4. Light your piece of cloth. (Note: Be
careful when using matches or lighter. Ask
 for the guidance of the teacher.)

Let them discuss in front of the class;

1. What are the sources of light?
2. What factors affects the intensity of
light?

Assignment:

1. Does the moon gives light during

daytime? Explain
2. How about the sun during night time?
Explain
3. What organisms are reproducing light?
What do you call to them? Discuss
 Infer 1. State  Class Assuming that you are standing outside
that what discussio the classroom during 12;00 pm. What did
light are the n about you feel?
travels charact the Why we are not advised to stay under the
in a eristics characte sun after 10:00 am?
straight of light ristics of
line. in light in
(S7LT- relation relation Hold a mirror, glass or prism and a bottle
IIIg-11) to the to the of half-filled water towards the sunlight.
charact characte What did you observed?
eristics ristics of What colors did you observed?
of the the Assuming that you observed a rainbow
other other during this activity.
membe member Identify and compare the frequencies and
rs of s of the wavelengths of different color
the EM EM components.
spectru spectru
m. m; and What color has the highest frequencies?
2. Describ what is Low frequencies?
e how an EM Does light travels in a straight line or not?
colors spectru
are m; what
 produc comprise
ed. s EM Assuming that you are using a camera.
3. Determi spectru What did you observe?
ne the m; what Does the light travel in a straight path?
charact is visible How?
eristics spectru Why does we use light when taking
of color m. pictures specially when its dark?
compo
nents
of light.
Wee The The Heat MISOSA 4 Methods of Heat  Infer 1. Define  PowerPo Activity:
k5 learners learners 1.Heat Transfer the heat int and “The Dancing Quarter!”
demonst shall be transfer conditio and Video Step 1: Have students put a dab of oil on
rate an able to: 1.1 ns describ presenta side of the quarter. You may need to help
understa Suggest Conductio Science and Technology I: necessa e how tion if it is a large container of oil.
nding of: proper n Integrated Science Textbook for ry for heat  Discussio Step 2: place the glass bottle into the
How lighting in 1.2 first year, Villamil, Aurora M,. Ed.D, heat transfer n bowl.
heat is various Convectio 1998. P.97 * transfer takes  Diagram Step 3: have the student place the quarter
transferr activities n to place.  Activity: on top of the glass soda bottle, with the
ed 1.3 Science and Technology IV: Physics occur; (Heat “The oil side facing down. (the oil act as a
Radiation Textbook for Fourth year Rabago, (S7LT- transfer Dancing sealant and keeps the air trapped inside
Lylia M. Ph.D, et.al. 2001. P.187 IIIh-i12) ) Quarter! the bottle).
2. Describ ” Step 4: tell the students to observe the
e quarter while you pour hot water (near
conduc boiling) into the bowl.
tion of
heat Materials:
and •Glass (empty) soda bottle
compar •Oil
e the •Quarters
heat •Hot water
conduc •Bowl
tivities
of
commo Cite 5 situations inside the classroom and
n identify the method of heat transfer
materia
 ls.
(Condu
ction)
3. Describ
e
convec
tion of
heat
through
fluids.
(Convec
tion)
4. Determi
ne how
differen
t
surface
s of the
object
affect
its
ability
to
absorb
heat.
(Heat
Transfe
r)
Wee The The Electricity EASE Physics. Module 6, Lesson 2.  describ  Define  Video Activity: “Charging by friction, induction
k6 learners learners 1. charges e the static presenta and conduction.”
demonst shall be 2. differen electrici tion:
rate an able to: charging Science and Technology IV: Physics t types ty and charging Charging by friction:
understa suggest processes Textbook for Fourth Year Rabago, of identify by
nding of: proper Lilia M., Ph.D., et al. 2001. P. 290 * chargin the conducti Step 1: cut small strips of paper
charges lighting in g differen on Step 2: rub the tissue paper against the
and the various process t types  Discussio acetate
different activities es; and of n Step 3: place the rubbed acetate above
charging (S7LT- charges  Activity: the bits of paper
process IIIj-13) . charging Step 4: remove the bits of paper by wiping
Explain by the acetate with tissue
how friction, Step 5: touch the rubbed portion of
objects inductio acetate after a minute and placed the
are n, and acetate above the bits of paper again
charged conducti
by on. Charging by induction and conduction:
friction.
(Charge Step 1: make a cover for the glass jar
s) Step 2; punch a hole into the center of the
 State cover
the Law Step 3: hook two pieces of aluminum
of strips at the bottom end of the wire.
Conserv Secure the wire with adhesive tape
ation of Step 4: rub the tissue paper against the
Charges acetate
. (Law Step 5: bring the acetate close to the knob
of without them touching each other
Conserv
ation of Materials:
Charges
) •Laboratory manual
 Explain •Acetate paper
how •Aluminum foil
chargin •Tissue paper
g by •Glass jar
inductio •Copper wire
n is •paper
done.
(Chargi
ng by
Inducti
on)
 To
charge
a
 materia
l by
conduc
tion
(Chargi
ng by
Conduc
tion
EASE Science II, Module 2. P. 19.  Explain 1. Explain  Video Guide question on Video Presentation:
the how presenta need for grounding
importa dischar tion:
nce of ging how What is the importance of grounding or
earthin process lightning earthing?
g or occurs works
groundi through  PowerPo Discuss briefly how discharging in
ng groundi int grounding happens and give its
(S7LT- ng or presenta importance
IIIj-14); earthin tion
g.  Group Guide question on Video Presentation:
(Dischar Activity: How Lightning Works?
ging Let there
Process be Light! Write your answer in ½ crosswise:
) 1. Explain how lightning occurs?
2. Explain 2. Give at least three ways to avoid
how dangers of lightning
lighting
occurs Group Activity: “Let there be Light!”
and
discuss Materials needed:
ways of •Wire
avoidin •2 Battery
g •2 Switch
dangers •4 Light bulb
associat •Cutting tool (i.e pliers)
ed with •Wooden board
lightnin •Receptacle outlets
g. •Laboratory manual
 (Lightni
ng) At the end of this activity, student should
3. Describ be able to:
e an
electric 1.Identify the appropriate arrangement
al of wire, bulb and battery which
circuit successfully light a bulb; and
and 2.Describe the two requirement for an
identify electric circuit to function
its
compo Steps can be shown in a diagram of a
nents. laboratory manual
(Electric
Circuit)
4th Quarter/Fourth Periodical
Wee Content Performa Content Available Resources Learning Intended Teaching- Assessment Procedure and Tools
k Standard nce Competencies Learning Learning
Cove Standard Outcome Methods
red (ILO)

Wee The The 1.The EASE 1. Module 14.  demons 1. describ  PowerPo Activity 1:
k1 learners learners Philippine trate e the int The Coordinate System
demonst shall be Environm how sequen presenta Using the graphic organizer ‘Sequence
rate an able to: ent places ce on tion Chart’, describe the sequence on how to
understa on how to  Individua locate a certain location with the use of
nding of: analyze 1.1 Earth locate a l Activity coordinates. Visit the link below for
the Location may be certain “The information.
the advantag of the located location Coordin http://geography.about.com/cs/latitudelo
relation e of the Philippine using a with ate ngitude/a/latlong.htm
of location s using a coordin the use System” (this offers a reading on relevant concepts
geograph of the coordinat ate of  Discussio related to locating places using
ical Philippin e system system coordin n of the coordinates.)
location es in 1.2. (S7ES- ates Philippin
of the relation Location IVa-1); 2. compar e Write the answer on a long bond paper.
Philippin to the of the e and environ
es to its climate, Philippine contras ment Criteria
environ weather, s with t the  Individua  Content 50%
ment and respect to two l Activity  Cleanliness 20%
seasons landmass method “Venn  Grammar 30%
es and s of Diagram
bodies of identifyi ”
water ng the  Individua Activity 2:
1.3. location l Activity Venn Diagram
Protection of an “Google Using the graphic organizer Venn diagram,
and object. Mappin compare and contrast the two methods of
conservati 3. interpre g the identifying the location of an object.
on of t the Philippin Identify similarities and differences with
natural coordin es” which you are going to compare the
resources ates of illustrations.
a
location Write the answers on a long bond paper.

Activity 3:
Google Mapping the Philippines

Visit the link:

http://ctrlq.org/maps/address/
Navigate through the application and
study the geographical setting of the
Philippines. Use a map of a Philippines as
an illustration and express your
observation in a two-minute dialogue.

Criteria
 Content 30%
 Voice quality 30%
 Enthusiasm 20 %
 Preparedness 20%

 describ 1. describ  Video/Po Guide questions on Video Presentation:

e the e the werPoint Where is the location of Philippines?
location locatio presenta
of the tion Write your answer in one whole sheet of
Philippi n of  Discussio paper:
nes the n 1. What are the landmasses and
with Philippi location bodies of water surrounding the
respect nes of the Philippines?
to the with Philippi
contine respect nes with Criteria
nts and
to the respect  Content 50%
oceans to the  Cleanliness 20%
surrou
of the
surroun  Grammar 30%
nding
world
landm ding
(S7ES-
asses landma
IVa-2); Individual Activity:
and sses
Illustrate the factors affecting the amount
bodies and of water that can be stored underground
of bodies or released by bodies of water.
water.  of water
2. design  Discussio Materials:
a n of the Cartolina
proced factors Marker
affecting Pencil
ure to
the Coloring Materials
show
factors amount
of water Criteria
affect  Content 30%
the that can
 Cleanliness 20%
amoun be
 Creativity 30%
t of stored
 Preparedness 20%
water undergr
that ound or
can be release
stored d by
underg bodies
round of
or water. 
release  Individu
d by al
bodies Activity:
 of Illustrati
water.  on

EASE Science I. Module 11.  recogni 1. describ  Video/Po Guide Question on Video presentation:
ze that e the werPoint What is the relationship among soil,
soil, uses of presenta water, rocks, coal, and other fossil fuels
water, soil, tion as natural resources?
rocks, water,  Discussio
coal, rocks, n about Write your answer on a whole sheet of
and coal, soil, paper.
other and water,
fossil other rocks, Activity:
fuels fossil coal, and
are fuels as other Materials:
Earth natural fossil as Bond Paper
materia resourc resource Marker
ls that es  Individua Pencil
people 2. Illustra l Activity: Coloring materials
use as te the Illustrati
resourc effects on Draw an illustration about how human
e (S7ES- of activities affects soil, water, rocks, coal
IVb3); human and other fossil fuels. Present the
activiti illustration in front of the class.
es on
these
Criteria
resour
 Content 30%
ces
 Cleanliness 20%
 Creativity 30%
 Preparedness 20%

1. EASE Science I. Module 11. 2. 1. describ 1. identif  Video/Po Guide questions on the Video
Science and Technology I: e ways y the werPoint Presentation:
Integrated Science Textbook for of using effects presenta What are natural resources?
First Year. Villamil, Aurora M., Earth’s of tion
Ed.D. 1998. Pp. 146-150. * resourc human  Discussio Write your answers in ½ crosswise:
es n of the 1. What are natural resources?
 sustain activiti effects of 2. What are the effects of human
ably es on human activities on natural resources?
(S7ES-IVc-4); natural activities
resour on Activity:
ces. natural “You Are Where You Are”
2. Compar resource
e and s Materials:
contras  Individua
t l Activity Laptop/Smartphone
commu “You Are Manila Paper
nity and Where Colored Papers
their You Are” Marker
resourc Scotch Tape
es Glue

Now that you have the idea of what are

resources, how people may utilize them
and what can be their possible impact to
an area, you are going to study
communities and their resources. Visit the
links and watch the videos.
http://www.youtube.com/watch?
v=sRnsTxljQRk
http://www.youtube.com/watch?
v=SlOlO-fjXc4
http://www.youtube.com/watch?
v=tEE8nR7tjRU

Make a graphic organizer for Contrast-

and-Compare afterwards.

Fishing Village
Farming Village
Mining Community

Questions:
 How will you describe the
 geographical feature of the area?
 What major resource is found in
the area?
 Why is this resource a demand?
 What mostly are the means of
living of the people in the area?
 How would you describe the
economic condition of the
community?
 How does where we live
determine the way we live?

Criteria
 Content 30%
 Cleanliness 20%
 Creativity 30%
 Preparedness 20%
Wee The The 2.Interacti MISOSA 5. Module 24. 8. describ 1. determi  Video/Po Guide questions on Video Presentation:
k2 learners learners ons in the e the ne the werPoint What are the different weathers in the
demonst shall be Atmosphe effects effects presenta Philippines?
rate an able to: re of of tion
understa certain weathe  Discussio Write your answer in ½ crosswise:
nding of: analyze 2.1. weathe r n of the 1. What are the different weathers in the
the Greenhou r disturb weather Philippines?
the advantag se effect systems ances in in the 2. What are the effects of weather
different e of the and global in the the Philippin disturbances in the Philippines?
phenom location warming Philippi Philippi es
ena that of the 2.3. Land nes nes  Discussio Group Activity:
occur in Philippin and sea 2. (S7ES- 2. n about “Climate Change Discussion”
the es in breezes IVg8); enumerate climate
atmosph relation 2.4. how change Materials:
ere to the Monsoons climate in the Manila Paper
climate, 2.5. change Philippin Marker
weather, Intertropi affects the es Scotch Tape
and cal Philippines  Group
seasons convergen activity The class will be divided into four groups.
ce zone “Climate Pose the below questions asking the
 Change students to place their answers on the
Discussio manila paper and post it on the board.
n” - What is climate change?
- What are the causes?
- What are the impacts?
- What are the solutions?

Check and have one representative each

group to discuss the answers in front of
the class.

Criteria
 Content 30%
 Cleanliness 20%
 Creativity 30%
 Preparedness 20%

Wee The The 3. Seasons 1. Science and Technology I: 9. 9. using 1. Differentiate  Showing Activity I.
k3 learners learners in the Integrated Science Textbook. models, the seasons in of video Group Activity. (Part 1)
demonst shall be Philippine NISMED. 2012. pp. 308-310. relate: the Philippines; clip and •Create a group that has 5 members.
rate an able to: s 10. PowerPo •Using cartolina, marker and colors create
understa 2. Science and Technology I: 11. 9.1 the 2. draw and int an info-graph showing the cycle of the
nding of: analyze 3.1 Integrated Science Textbook. tilt of interpret the Presenta seasons in the Philippines.
the Relation NISMED. 2012. pp. 287-289. the annual cycle of tion. •One of the members of each group will
the advantag of seasons Earth to the Seasons in  discuss the group’s work. Each
relations e of the to the the the Philippines;  Discussio representative will compare and contrast
hip of location position length n of the the seasons in the Philippines.
the of the of the Sun of 3. determine different Criteria.
seasons Philippin in the Sky daytime the tilt of the seasons •Cleanliness 10%
and the es in 3.2 ; Earth to the in the •Clarity of delivery/discussion 30%
position relation Causes of 12. 9.2 the length of Philippin •Creativity 25%
of the to the seasons in length daytime, the es. •Accuracy 35%
Sun in climate, the of length of 
the Sky. weather, Philippine daytime daytime to the  Discussio (Part II)
and s to the amount of n about; •In a bowl each member of the group will
seasons amount energy the tilt of pick one paper showing;
of received, the the Earth 1 the tilt of the Earth to the length of
energy position of the to the daytime.
receive Earth in its orbit length of 2 the length of daytime to the amount of
d; to the height of daytime, energy received.
13. 9.3 the the Sun in the the 3 the position of the Earth in its orbit to
position sky, the height length of the height of the Sun in the sky.
of the of the Sun in daytime 4 the height of the Sun in the sky to the
Earth in the sky to the to the amount of energy received.
its orbit amount of amount 5 the latitude of an area to the amount of
to the energy of energy the area receives.
height received, the energy •What you pick is what you are expecting
of the latitude of an received, to discuss.
Sun in area to the the Each correct answer will get 1 point.
the sky; amount of position
14. 9.4 the energy the area of the Activity II.
height receives in Earth in Individual Activity.
of the relation to the its orbit •Each student will provide a drawing and
Sun in seasons in the to the coloring materials.
the sky Philippines. height of •Students will draw a scenario showing
to the the Sun the good and bad effects of the seasons in
amount in the the Philippines to the people.
of sky, the Criteria
energy height of •Accuracy 50%
receive the Sun •Cleanliness 20%
d; in the •Creativity 30%
15. 9.5 the sky to
latitude the Activity III.
of an amount Essay.
area to of •Each student will write an essay about
the energy the importance of knowing the seasons in
amount received, the Philippines.
of the Criteria
energy latitude •Accuracy 60%
the of an •Cleanliness 10%
area area to •Grammar 30%
receive the
s; amount
(S7ES- of
IVh-9) energy
the area
receives.

 Showing
a
scenario
that
recogniz
e the
seasons
in the
Philippin
es.
 Science and Technology, I: 16. 10. 1. state the  PowerPo Activity I.
Integrated Science Textbook. show causes that int Poster Making!
NISMED. 2012. pp. 287-290. what change in the presenta •Think an authentic concept that best suit
causes seasons in the tion to prevent disasters that cause by the
change Philippines;  Discussio seasons in the Philippines.
in the n for the
seasons 2. demonstrate causes Criteria
in the the changes of change •Meaning 50%
Philippi the seasons in in the •Creativity 40%
nes the Philippines. seasons •Cleanliness 10%
using in the
models; Philippin Activity II.
(S7ES- es. Essay
IVi-10)  Showing •Write an essay about on “how seasons in
a video the Philippines help us?”
about
the Criteria
causes •Accuracy 60%
change •Cleanliness 30%
in the •Grammar 10%
seasons
in the
Philippin
es.

Wee The The 3. Seasons 1. BEAM 4. 11 Solar and Lunar 17. explain 1. identify the  Video/Po Activity I.
k4 learners learners in the Eclipse. Distance Learning Module. how types of eclipse; werPoint Venn Diagram
demonst shall be Philippine DLP 66. solar presenta Using the graphic organizer Venn diagram,
rate an able to: s and 2. compare and tion compare and contrast the two types of
understa 2. BEAM 4. 11 Solar and Lunar lunar contrast the  Discussio eclipse.
nding of: analyze 3.1 Eclipse. Distance Learning Module. eclipses solar and lunar n for the
the Relation DLP 67. occur; eclipses; types of Criteria
the advantag of seasons and eclipses. •Informative 60%
relations e of the to the 3. BEAM 4. 11 Solar and Lunar (S7ES- 3. illustrate the  Discussio •Conciseness 30%
hip of location position Eclipse. Distance Learning Module. IVj11) happenings n about •Cleanliness 10%
the of the of the Sun DLP 68. during solar and on how
seasons Philippin in the Sky lunar eclipse. lunar Activity II
and the es in 3.2 4. Science and Technology I: and solar Groupings!
position relation Causes of Integrated Science Textbook for eclipse •Each group will consist of four members.
of the to the seasons in First Year. Villamil, Aurora M., occur. •Using manila paper, marker and coloring
Sun in climate, the Ed.D. 1997. pp. 290-291. *  Showing materials, create an info-graph shows the
the Sky. weather, Philippine 5. Science and Technology I: a video happenings during solar and lunar eclipse.
and s Integrated Science Textbook. about •Each group will have a representative to
seasons 4. Eclipse NISMED. 2012. pp. 324-325. eclipses. discuss they work.
4.1. Solar
Eclipse Criteria.
4.2. Lunar •Cleanliness 10%
Eclipse •Clarity of delivery/discussion 30%
•Creativity 25%
•Accuracy 35%
1. BEAM 4. 11 Solar and Lunar  collect, 1. collect data Case study!
Eclipse. Learning Guide. Eclipse. record, on the beliefs •Each group will consist of 10 members.
September 2009. and and practices of •Select an area or a barangay that you can
report the community make an interview regarding on their
2. BEAM 4. 11 Solar and Lunar data on in relation to belief and practices in relation to eclipses.
Eclipse. Distance Learning Module. the eclipses;  Collect data
DLP 69. beliefs  Record data
and 2. record data  Report data
practice on the beliefs
s of the and practices of Each group has 1 week to comply.
commu the community
nity in in relation to Criteria
relation eclipses; •Completion time 10%
to •Content 50%
eclipses 3. report data •Grammar 20%
.(S7ES- on the beliefs •Cleanliness 10%
IVj12) and practices of
the community
in relation to
eclipses.
Curriculum Map Grade 7 (Science)