CURRICULUM MAP

4th Quarter – SY: 2019-2020

Subject: SCIENCE 8 Level: Grade 8
Unit Topic: UNIT 13-STRUCTURES AND FUNCTIONS: FOCUS ON THE DIGESTIVE SYSTEM Term/Number of Weeks: 15 days
Content Standard: The learners demonstrate an understanding of the:
a) the digestive system and its interaction with the circulatory, respiratory, and excretory systems in providing the body with nutrients for energy; and
b) diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and treatment.
Performance Standard: The learners shall be able to present an analysis of the data gathered on diseases resulting from nutrient deficiency.

RESOURCES SCHOOL’S CORE SUBJECT

LEARNING GOALS
ACQUISITION
MEANING MAKING
ESSENTIAL
UNDERSTANDING:
Student will understand
that awareness of our own
body’s susceptibilities, such
as allergies and genetic
disorders, helps us retrain
from overindulgence, if not
totally avoid, unhealthy
COMPETENCIES ASSESSMENT ACTIVITIES
(includes websites) VALUES INTEGRATION
The learners should be able
to:
LC1. Identify healthful Journal writing Food diary log, − Science 8 ELTS − Commitment − Medicine: A
practices that affect the teacher-facilitated Textbook Closer Look
digestive system discussion: self- − Love of God and A Closer
reflection and sharing look Explained,
− Science 8 ELTS
one’s healthful Science Patrol
practices for the
Laboratory Activity − Integrity (TB)
digestive system, Manual − Chemistry: Sci
analysis for the fad − Respect Bit (TB)
diets − Nutrition and
LC2. Explain the processes Quiz, role playing on Video analysis and − Excellence Dietetics:
of ingestions, absorption, what happens to food guided discussion on Science
assimilation, and excretion. in the digestive system the pathway of food in Connections
the digestive system and Practical
LC4. Explain how the Recitation and Quiz Group activity: Science (TB)
diseases of the digestive research and
system are detected, reporting on digestive
prevented, and/or treated. disorders, teacher
facilitated discussion
about digestive
disorders and diseases
 lifestyle. Knowledge and among family
observance of health diet members.
and eating practices are
means to avoid digestive
disorders and diseases.

ESSENTIAL QUESTION:
Why should we be conscious
of our improper eating
practices? How do we avoid
digestive disorders and
diseases?
TRANSFER GOAL:
The students in their own
and in the long run will be
able to independently use
their learning to promote
proper awareness on
TRANSFER
nutrition-related diseases
and increase people’s
consciousness on proper and
healthy diet.
PT Rubrics − Gather, analyze
and present
barangay statistical
data and related
information on the
health cases
− Prepare a healthy
recipe that is
appropriate for a
specific digestive
disease or
disorder.

Unit Topic: UNIT 13- HEREDITY: INHERITANCE AND VARIATION OF TRAITS Level: Grade 8
Content Standard: The learners demonstrate an understanding of Term/Number of Weeks: 10 days
a) how cells divide to produce new cells; and
b) meiosis as one of the processes producing genetic variations of the Mendelian Pattern of Inheritance.
Performance Standard: The learners shall be able to report on the importance of variation in plant and animal breeding.

RESOURCES SCHOOL’S CORE SUBJECT

LEARNING GOALS COMPETENCIES ASSESSMENT ACTIVITIES
(includes websites) VALUES INTEGRATION
The learners should be able
to:
ACQUISITION LC1. Compare and contrast Quiz, board work: cycle Question-prompted − Science 8 ELTS − Commitment - Mathematics:
mitosis and meiosis, and completion and error discussion and visual Textbook Counting
their role in the cell cycle. identification in analysis mon mitosis and/or
 LC2. Recognize the presented visuals, and meiosis, Love of − Love of God predicting the
MEANING MAKING significance of meiosis in comics strip and story Lab (TB), laboratory − Science 8 ELTS number of
maintaining the book making and activities (model Laboratory Activity − Integrity daughter cells
ESSENTIAL chromosomes number in critiquing making) Manual using
UNDERSTANDING: organisms. mathematical
Student will understand LC3 Describe how the Recitation Group discussion,
− Respect equations
that each of use is unique, union of egg and sperm cell image analysis of - Medicine: A
from our genetic makeup results to variation. fertilization − Excellence Closer Look
to all other aspects of our and A Closer
being – intellectual, look
emotional, social, moral, Explained,
and even spiritual. No one Science
is like any other, thus each Connections
is special. (TB)

ESSENTIAL QUESTION:
In what ways are we
unique and why should we
consider ourselves special?
TRANSFER GOAL:
The students in their own
and in the long run will be
able to independently use
their learning to
disseminate information on
TRANSFER
the benefits of variation in
plant and animal breeding
in order to help boost the
community livelihood
programs for farmers and
fishers.

Unit Topic: UNIT 14-BIODIVERSITY Level: Grade 8

Content Standard: The learners demonstrate an understanding of Term/Number of Weeks: 10 days
a) concept of a species; and
b) the species as being further classified into a hierarchical taxonomic system.
Performance Standard: The learners shall be able to report (e.g., through a travelogue) on the activities that communities
engage in to protect and conserve endangered and economically important species.
 RESOURCES SCHOOL’S CORE SUBJECT
LEARNING GOALS COMPETENCIES ASSESSMENT ACTIVITIES
(includes websites) VALUES INTEGRATION
The learners should be able
to:
LC1. Classify organisms Board work on naming Teacher discussion on − Science 8 ELTS − Commitment
using hierarchical species, individual quiz taxonomic system, Textbook
ACQUISITION
taxonomic system (domain, (pen and paper) and CLG reporting on the − Love of God
kingdom, phylum, class, group quiz (fishbowl different taxonomic
− Science 8 ELTS
order, family, genus, strategy) kingdoms
species).
Laboratory Activity − Integrity
LC2. Explain the concept of Recitation Word association on Manual
MEANING MAKING species as a distinct the concept of species, − Respect
reproductive group of post-activity
ESSENTIAL organisms. discussion − Excellence
UNDERSTANDING: LC3. Recognize the Recitation, situation Guided discussion,
Student will understand advantages of high analysis on describing laboratory activity
that doing our simplest biodiversity over low species richness and (quadrat sampling,
efforts, such as avoiding biodiversity in maintaining evenness describing an
littering and practicing the stability of an ecological area)
the 3Rs, can help protect ecosystem.
the endangered species.

ESSENTIAL QUESTION:
What can we do help
protect species from being
endangered or extinct?
TRANSFER GOAL:
The students in their own
and in the long run will be
able to independently use
their learning to promote
awareness of and encourage
TRANSFER
others to participate in the
conscious efforts of the
community to protect and
conserve endangered and
economically important
species in the locality.
Unit Topic: UNIT 15-ECOSYSTEMS Level: Grade 8
Content Standard: The learners demonstrate an understanding of the one-way flow of energy and the Term/Number of Weeks: 10 days
cycling of materials in an ecosystem.
Performance Standard: The learners shall be able to make a poster comparing food choices based on the trophic levels.

RESOURCES SCHOOL’S CORE SUBJECT

LEARNING GOALS COMPETENCIES ASSESSMENT ACTIVITIES
(includes websites) VALUES INTEGRATION
The learners should be able
to:
LC1. Describe the transfer Recitation (analysis of Outdoor activity: − Science 8 ELTS − Commitment
ACQUISITION
of energy through the energy transfer in the “human food web”, Textbook
trophic levels. “human food web”), image analysis of − Love of God
quiz energy pyramid
− Science 8 ELTS
LC2. Analyze the roles of Group presentation on Open discussion
MEANING MAKING organisms in the major biogeochemical cycles,
Laboratory Activity − Integrity
biogeochemical cycles and recitation, situation Manual
ESSENTIAL processes. analysis about the − Respect
UNDERSTANDING: LC3. Explain how materials effects of cycle
Student will understand cycle in an ecosystem. disruption − Excellence
that humans, as
intellectual organisms, can
impact and somehow
control the natural
processes in the
environment. Depending
on our actions, we can
either sustain or disrupt
the material and energy
cycles, which altogether
affect the other trophic
levels in the ecosystem.
Our simplest activity in the
ecosystem can affect the
entire food web.

ESSENTIAL QUESTION:
As consumers and
intellectual beings, in the
overall ecological food
web, what is our role in the
 material and energy
cycles?
LC4. Suggest ways to Group project: project Open discussion on
minimize the negative proposal for a local natural and man-made
impact of humans on the environmental issue forces than can
environment. disrupt balance in
ecosystem
TRANSFER GOAL:
The students in their own
TRANSFER and in the long run will be
able to independently use
their learning to
disseminate information
about healthy and
sustainable food choices
based on the trophic level of
the food sources.

Prepared by:

SHANDY E. GO-ACO
Science Teacher

Checked, Verified and Approved:

GEMMA L. PETALLO, PhD

School Principal