GINGOOG SDA

ACADEMY
Jadol – Gundaya Sts.,
9014 Gingoog City
Telephone No.: 861-2446
“The School that Trains
SCIENCE 9 CURRICULUM MAP
the Youth Today for
Teacher: Ryan Mark M. Hermoso Tomorrow”
Subject: SCIENCE E-mail Add:
Grade: 9 gingoogsdaacademy2000@
gmail.com FIRST QUARTER
LIVING THINGS AND THEIR ENVIRONMENT

CONTENT CONTENT PERFORMANCE FORMATION TRANSFER GOAL LEARNING

STANDARDS
1. Respiratory and The Learners demonstrate
Circulatory Systems an understanding of:
Working with the other 1. how the different structures
Organ Systems 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 system
2. Heredity: 1. how genetic information
Inheritance and is organized in genes on
Variation chromosomes
2.1 Location of genes
on chromosomes 2. the different patterns of
2.2 Non-Mendelian inheritance
inheritance
2.2.1 Incomplete
dominance
2.2.2 Sex-linked traits
2.2.3 Multiple alleles
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
STANDARD
The learner will The learners will engage in
become a physically practices that promote
fitted individual overall health to become
physically fitted individuals
The learner will The learners will
become a naturalist or demonstrate advocacy in
patriotic being patronizing economically
important plants and
animals that are improved
through breeding to
become a naturalist or
patriotic being
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;
2.3 Multiple genes

3. Biodiversity and how changes in the make a multimedia The learner will The learner will 5. relate species extinction to
Evolution environment may affect presentation of a timeline become a steward of acknowledge our the failure of populations of
3.1 Causes of Species species extinction of extinction of God’s creation responsibility in keeping the organisms to adapt to abrupt
Extinction representative changes in the environment;
planet alive and promote
3.1.1 natural microorganisms, plants, and
3.1.2 anthropogenic and animals protection of
the environment and
the lives of other

species as stewards of

God’s creation

4. Ecosystems 1. the structure and
4.1 Flow of Energy function of plant parts and
and Matter in organelles involved in
Ecosystems photosynthesis
4.1.1 Photosynthesis 2. the structure and
4.1.2 Respiration function of mitochondrion
as the main organelle
involved in respiration
design and conduct an The learners will The learners will 6. differentiate basic features
investigation to provide become a steward of recognize the importance and importance of
evidence that plants can God’s creation of plants as great food photosynthesis and
manufacture their own respiration.
providers to become
food
stewards of God’s creation

SECOND QUARTER
MATTER

CONTENT PERFORMANCE FORMATION TRANSFER GOAL LEARNING

CONTENT STANDARDS STANDARDS STANDARD COMPETENCIES
1. Mole Concept the unit, mole, that analyze the percentage The learner will The learners will 1. use the mole concept to
1.1 Mass quantitatively measures the composition of different become a physically demonstrate awareness on express mass of
1.2 Moles number of very brands of two food fitted individual quantitative measures of substances; and
1.3 Percentage small particles of matter products and decide on 2. determine the percentage
Composition of a the products’ appropriate the composition of different
composition of a
Compound percentage composition brands of food products as compound given its
a basis in deciding which chemical formula and vice
product is good for the versa.
body to become a physical
fitted individual
2. Chemical Bonding The Learners
3.1 Ionic and Covalent demonstrate an
Bonding understanding of…
1. how atoms combine
3.2 Metallic Bonding with other atoms by
transferring or by sharing
electrons
2. forces that hold
metals together
3. The Variety of the type of bonds that
Carbon Compounds carbon forms that result in
2.1 Carbon Atoms the diversity of carbon
2.2 Organic Compounds compounds
The Learners shall be able The learner will The learners will practice 5. explain the formation of
to: become a physically ways to regulate, conserve ionic and covalent bonds;
present an analysis of the fitted individual and maintain the
data gathered on diseases biologically important ions 6. recognize different types
resulting from excessive found in the body to of compounds (ionic or
intake or deficiency of become a physically fitted covalent) based on their
important ions in the body individuals 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;
conduct a survey of organic The learner will become The learners will 3. explain how the structure
and inorganic compounds naturalist or patriotic demonstrate advocacy and of the carbon atom affects
found at home and in the being institutional support in the type of bonds it forms;
market
patronizing organic
and indicate uses of these 4. recognize the general
compounds based products to classes and uses of organic
on their properties become naturalist or compounds;
patriotic beings
 THIRD QUARTER
EARTH AND SPACE

CONTENT CONTENGT PERFORMANCE FORMATION TRANSFER GOAL LEARNING

STANDARDS STANDARDS STANDARD COMPETENCIES
1. Volcanoes The Learners The Learners shall be The learner will The learner will The Learners should be
1.1 Type of volcanoes demonstrate an able to demonstrate become a servant demonstrate emergency able to…
1.2 Volcanic Eruption understanding of: precautionary measures leader preparedness before, 1. describe the different
1.3 Energy from volcanoes found in the before, during, and after a during and after a volcanic types of volcanoes;
volcanoes Philippines volcanic eruption, eruption and voluntarily
including following extend their hands to help 2. differentiate between
advisories and calls for casualties to become a active and inactive
evacuation given by servant leader volcanoes;
government agencies in
charge 3. explain what happens
when volcanoes erupt ;

4. illustrate how energy from

volcanoes may be tapped for
human use;
2. Climate factors that affect climate, participate in activities that The learner will The learner will show 5. explain how different factors
2.1 Factors that affect and the effects reduce risks and become active involvement in affect the
climate of changing climate and how lessen effects of climate a steward of God’s activities that reduce climate of an area;
2.2 Global climate to adapt accordingly change creation and lessen effects of
phenomenon climate change to 6. describe certain climatic
become stewards of phenomena that occur on a
God’s creation global level;

3. Constellations the relationship between the discuss whether or not The learner will become The learner will 7. infer the characteristics
3.1 Characteristics visible constellations in the popular beliefs and practices a truth seeker demonstrate awareness of stars based on the
of stars sky and Earth’s position with regard to constellations on the scientific basis characteristics of the Sun;
3.2 Arrangement along its orbit and astrology have scientific regarding popular
of stars in a group basis beliefs and practices 8. infer that the
3.3 Changing position of associated to arrangement of stars in a
constellations during constellations and group (constellation) does
the night and at astrology to become a not change;
different times of the truth seeker 9. observe that the position
year of a constellation changes in
3.4 Beliefs and the course of a night; and
practices about 10. show which
constellations constellations may be
and astrology observed at different times
of the year using models.
 FOURTH QUARTER
FORCE MOTION AND ENERGY
CONTENT CONTENGT PERFORMANCE FORMATION TRANSFER GOAL LEARNING
STANDARDS STANDARDS STANDARD COMPETENCIES
1. Motion in Two The Learners demonstrate The Learners shall be able The learner will The learners will display The Learners should be able
Dimensions an understanding of: to: become a physically enhanced skills in sports to…
1. Projectile Motion projectile motion, propose ways to enhance fitted individual guided by their 1. describe the horizontal
1.2.Impulse, Momentum impulse and momentum, sports related to projectile and vertical motions of a
understandings of
and Impulse and conservation of linear motion projectile;
1.3.Conservation of projectile motion to
momentum become a physically fitted
Linear Momentum
individuals 2. investigate the relationship
between the angle of release
and the height and range of
the projectile;

3. relate impulse and

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 The learners will show 5. 6. explain energy
Energy energy conservation of mechanical become a steward of active involvement in transformation in various
2.1 Changes in form of energy God’s creation practices that promotes activities/events (e.g.,
mechanical energy waterfalls, archery,
energy conservation to
2.2 Conservation of amusement rides);
energy become stewards of God’s 6.
creation 7. 7. perform activities to
demonstrate conservation of
mechanical energy;

8. 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 The learners will use 9. make a model to
Efficiency heat, work, and efficiency demonstrate that heat become an Earth saver their awareness on the demonstrate that heat can
can do work relationships among do work;
heat, work and
efficiency in making an 10. infer that heat transfer
can be used to do work, and
informed decision in
that work involves the
choosing an energy
release of heat;
efficient device to
become an Earth savers 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 The learner will The learners will 13. explain how electrical
magnetism and distribution of plants generate and become an steward of demonstrate awareness on energy is generated,
4.1 Power generation electrical energy from transmit electrical God’s creation the economic, political, transmitted, and distributed.
and energy losses power plants energy
environmental
4.2 Transmission and (hydroelectric,
and social impact on
distribution of electrical geothermal, wind, nuclear)
the use of different
energy from power plants to home
to homes sources of energy for
generating electricity to

become a stewards of
God’s creation