SAN FELIPE NERI PAROCHIAL SCHOOL
SCIENCE GRADE 9
CONTENT CONTENT STANDARDS
1. Respiratory and The Learners demonstrate
Circulatory Systems an understanding of:
Working with the other 1. how the different
Organ Systems structures of the circulatory
and respiratory systems
work together to transport
oxygen-rich blood and
nutrients to the different
parts of the body
2. the prevention,
detection, and treatment of
diseases affecting the
circulatory and respiratory
systems
2. Heredity: Inheritance 1. how genetic information
and Variation is organized in genes on
2.1 Location of genes on chromosomes
chromosomes
2.2 Non-Mendelian 2. the different patterns of
inheritance inheritance
2.2.1 Incomplete
dominance
2.2.2 Sex-linked traits
2.2.3 Multiple alleles
2.3 Multiple genes
CURRICULUM MAP
FIRST QUARTER
LIVING THINGS AND THEIR ENVIRONMENT
PERFORMANCE
STANDARDS
The Learners should be
able to:
conduct an information
dissemination activity on
effective ways of taking
care of the respiratory and
circulatory systems based
on data gathered from the
school or local health
workers
illustrates how traits of
economically important
plants and animals are
improved through breeding
FORMATION STANDARD
The learner will become a
physically fitted individual
The learner will become a
naturalist or patriotic being
TRANSFER GOAL
The learners will engage in
practices that promote
overall health to become
physically fitted individuals
The learners will
demonstrate advocacy in
patronizing economically
important plants and
animals that are improved
through breeding to
become a naturalist or
patriotic being
LEARNING
COMPETENCIES
The Learners should be
able to…
1. explain how the
respiratory and circulatory
systems work together to
transport nutrients, gases,
and other molecules to and
from the different parts of
the body;
2. infer how one’s lifestyle
can affect the functioning
of respiratory and
circulatory systems;
3. describe the location of
genes in chromosomes;
4. explain the different
patterns of non-Mendelian
inheritance;
 SAN FELIPE NERI PAROCHIAL SCHOOL
SCIENCE GRADE 9
CURRICULUM MAP
3. Biodiversity and how changes in the make a multimedia The learner will become a The learner will 5. relate species extinction
Evolution environment may affect presentation of a timeline steward of God’s creation acknowledge our to the failure of populations
3.1 Causes of Species species extinction of extinction of responsibility in keeping of organisms to adapt to
Extinction representative the planet alive and abrupt changes in the
3.1.1 natural microorganisms, plants, promote protection of the environment; and
3.1.2 anthropogenic and animals environment and the lives
of other species as
stewards of God’s creation
4. Ecosystems 1. the structure and design and conduct an The learners will become a The learners will recognize 6. differentiate basic
4.1 Flow of Energy and function of plant parts and investigation to provide steward of God’s creation the importance of plants as features and importance of
Matter in Ecosystems organelles involved in evidence that plants can great food providers to photosynthesis and
4.1.1 Photosynthesis photosynthesis manufacture their own become stewards of God’s respiration.
4.1.2 Respiration 2. the structure and food creation
function of mitochondrion
as the main organelle
involved in respiration

SECOND QUARTER

MATTER

CONTENT CONTENT STANDARDS PERFORMANCE FORMATION STANDARD TRANSFER GOAL LEARNING

STANDARDS COMPETENCIES
1. Mole Concept the unit, mole, that analyze the percentage The learner will become a The learners will 1. use the mole concept to
1.1 Mass quantitatively measures the composition of different physically fitted individual demonstrate awareness on express mass of
1.2 Moles number of very small brands of two food quantitative measures of substances; and
1.3 Percentage particles of matter products and decide on the the composition of different
Composition of a products’ appropriate brands of food products as 2. determine the
Compound percentage composition a basis in deciding which percentage composition of
product is good for the a compound given its
body to become a physical chemical formula and vice
fitted individual versa.
 SAN FELIPE NERI PAROCHIAL SCHOOL
2. Chemical Bonding The Learners demonstrate
3.1 Ionic and Covalent an understanding of…
Bonding 1. how atoms combine with
other atoms by transferring
3.2 Metallic Bonding or by sharing electrons
2. forces that hold metals
together
3. The Variety of Carbon the type of bonds that
Compounds carbon forms that result in
2.1 Carbon Atoms the diversity of carbon
2.2 Organic Compounds compounds
SCIENCE GRADE 9
CURRICULUM MAP
The Learners shall be able
to:
present an analysis of the
data gathered on diseases
resulting from excessive
intake or deficiency of
important ions in the body
conduct a survey of organic
and inorganic compounds
found at home and in the
market and indicate uses of
these compounds based on
their properties
The learner will become a
physically fitted individual
The learner will become
naturalist or patriotic being
The learners will practice
ways to regulate, conserve
and maintain the
biologically important ions
found in the body to
become a physically fitted
individuals
The learners will
demonstrate advocacy and
institutional support in
patronizing organic
products to become
naturalist or patriotic
beings
5. explain the formation of
ionic and covalent bonds;
6. recognize different types
of compounds (ionic or
covalent) based on their
properties such as melting
point, hardness, polarity,
and electrical and thermal
conductivity;
7. explain properties of
metals in terms of their
structure;
8. explain how ions are
formed;
3. explain how the
structure of the carbon
atom affects the type of
bonds it forms;
4. recognize the general
classes and uses of organic
compounds;

CONTENT
1.Volcanoes
1.1 Type of volcanoes
1.2 Volcanic Eruption
1.3 Energy from volcanoes
2.Climate
2.1 Factors that affect
climate
2.2 Global climate
phenomenon
3. Constellations
3.1 Characteristics of stars
3.2 Arrangement of stars in
a group
3.3 Changing position of
SAN FELIPE NERI PAROCHIAL SCHOOL
CONTENGT STANDARDS
The Learners demonstrate
an understanding of:
volcanoes found in the
Philippines
factors that affect climate,
and the effects of changing
climate and how to adapt
accordingly
the relationship between
the visible constellations in
the sky and Earth’s position
along its orbit
SCIENCE GRADE 9
CURRICULUM MAP
THIRD QUARTER
EARTH AND SPACE
PERFORMANCE
STANDARDS
The Learners shall be able
to demonstrate
precautionary measures
before, during, and after a
volcanic eruption, including
following advisories and
calls for evacuation given
by government agencies in
charge
participate in activities that
reduce risks and lessen
effects of climate change
discuss whether or not
popular beliefs and
practices with regard to
constellations and astrology
have scientific basis
FORMATION STANDARD TRANSFER GOAL
The learner will become a The learner will
servant leader demonstrate emergency
preparedness before,
during and after a volcanic
eruption and voluntarily
extend their hands to help
casualties to become a
servant leader
The learner will become a The learner will show
steward of God’s creation active involvement in
activities that reduce and
lessen effects of climate
change to become
stewards of God’s creation
The learner will become a The learner will
truth seeker demonstrate awareness on
the scientific basis
regarding popular beliefs
and practices associated to
LEARNING
COMPETENCIES
The Learners should be
able to…
1. describe the different
types of volcanoes;
2. differentiate between
active and inactive
volcanoes;
3. explain what happens
when volcanoes erupt ;
4. illustrate how energy
from volcanoes may be
tapped for human use;
5. explain how different
factors affect the climate of
an area;
6. describe certain climatic
phenomena that occur on a
global level;
7. infer the characteristics
of stars based on the
characteristics of the Sun;
8. infer that the

constellations during the
night and at different times
of the year
3.4 Beliefs and practices
about constellations and
astrology
CONTENT
1. Motion in Two
Dimensions
1. Projectile Motion
1.2.Impulse, Momentum
and Impulse
1.3.Conservation of Linear
Momentum
SAN FELIPE NERI PAROCHIAL SCHOOL
SCIENCE GRADE 9
CURRICULUM MAP
FOURTH QUARTER
FORCE MOTION AND ENERGY
CONTENGT STANDARDS PERFORMANCE
STANDARDS
The Learners demonstrate The Learners shall be able
an understanding of: to:
projectile motion, impulse propose ways to enhance
and momentum, and sports related to projectile
conservation of linear motion
momentum
FORMATION STANDARD
The learner will become a
physically fitted individual
constellations and astrology
to become a truth seeker
TRANSFER GOAL
The learners will display
enhanced skills in sports
guided by their
understandings of projectile
motion to become a
physically fitted individuals
arrangement of stars in a
group (constellation) does
not change;
9. observe that the position
of a constellation changes
in the course of a night;
and
10. show which
constellations may be
observed at different times
of the year using models.
LEARNING
COMPETENCIES
The Learners should be
able to…
1. describe the horizontal
and vertical motions of a
projectile;
2. investigate the
relationship between the
angle of release and the
height and range of the
projectile;
3. relate impulse and
 SAN FELIPE NERI PAROCHIAL SCHOOL
SCIENCE GRADE 9
CURRICULUM MAP
momentum to collision of
objects (e.g., vehicular
collision);

4. infer that the total

momentum before and
after collision is equal;

5. examine effects and

predict causes of collision-
related damages/injuries;

2. Work Power and conservation of mechanical create a device that shows The learner will become a The learners will show 6. explain energy
Energy energy conservation of mechanical steward of God’s creation active involvement in transformation in various
2.1 Changes in form of energy practices that promotes activities/events (e.g.,
mechanical energy energy conservation to waterfalls, archery,
2.2 Conservation of energy become stewards of God’s amusement rides);
creation
7. perform activities to
demonstrate conservation
of mechanical energy;

8. infer that the total

mechanical energy remains
the same during any
process;

3. Heat, Work, and the relationship among construct a model to The learner will become an The learners will use their 9. make a model to
Efficiency heat, work, and efficiency demonstrate that heat can Earth saver awareness on the demonstrate that heat can
do work relationships among heat, do work;
work and efficiency in
making an informed 10. infer that heat transfer
decision in choosing an can be used to do work,
energy efficient device to and that work involves the
become an Earth savers release of heat;
 SAN FELIPE NERI PAROCHIAL SCHOOL
SCIENCE GRADE 9
CURRICULUM MAP

11. explain why machines

are never 100-percent
efficient;

12. explain how heat

transfer and energy
transformation make heat
engines like geothermal
plants work; and

4. Electricity and generation, transmission, analyze how power plants The learner will become an The learners will 13. explain how electrical
magnetism and distribution of electrical generate and transmit steward of God’s creation demonstrate awareness on energy is generated,
4.1 Power generation and energy from power plants electrical energy the economic, political, transmitted, and
energy losses (hydroelectric, geothermal, environmental and social distributed.
4.2 Transmission and wind, nuclear) to home impact on the use of
distribution of electrical different sources of energy
energy from power plants for generating electricity to
to homes become a stewards of
God’s creation