K 12 MELC Science12

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SCIENCE
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Grade Level: Grade 3

Subject: Science
Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

the Exemplar/ develope available (provide a
Quarter/ Learning r online) link if online)
Grading resources
Period available
Q1/ Week Classify objects and materials as solid, liquid, and gas based on
1-2 some observable characteristics;
Q1/ Week Describe changes in materials based on the effect of
3-5 temperature:
1 solid to liquid
2 liquid to solid
3 liquid to gas
4 solid to gas
Q2/ Week
Describe the functions of the sense organs of the human body
1
Q2/ Week
Describe animals in their immediate surroundings
2
Q2/ Week
Identify the external parts and functions of animals
2
Q2/ Week
Classify animals according to body parts and use
3
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Grading resources
Period available
Q2/ Week
State the importance of animals to humans
3
Q2/ Week
Describe the parts of different kinds of plants
4
Q2/ Week
State the importance of plants to humans
4
Q2/ Week
Compare living with nonliving things
5
Q2/ Week Identify observable characteristics that are passed on from
5 parents to offspring (e.g., humans, animals, plants);
Q2/ Week Identify the basic needs of humans, plants and animals such as
6 air, food, water, and shelter
Q2/ Week Explain how living things depend on the environment to meet
6 their basic needs
Q2/ Week Recognize that there is a need to protect and conserve the
7 environment
Q 3/ Week Describe the position of a person or an object in relation to a
1-3 reference point such as chair, door, another person
Q 3/ Week Describe the different uses of light, sound, heat and electricity
4- 5 in everyday life
Q4/ Week Relate the importance of surroundings to people and other
1-2 living things
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Grading resources
Period available
Q4/ Week
Describe the changes in the weather over a period of time
3-4
Q4/ Week Enumerate and practice safety and precautionary measures in
5 dealing with different types of weather
Q4/ Week Describe the natural objects that are found in the sky during
6 daytime and nighttime

Subject: Science

Grading resources
Period available
Q1/ Week Classify materials based on the ability to absorb water, float,
1 sink, undergo decay;
Q1/ Week Describe changes in solid materials when they are bent,
2-3 pressed, hammered, or cut;
Q1/ Week Describe changes in properties of materials when exposed to
4-5 certain conditions such as temperature or when mixed with
other materials
265

Grading resources
Period available
Q1/ Week Identify changes in materials whether useful or harmful to one’s
6- 7 environment.
Q2/ Week
Describe the main function of the major organs
1
Q2/ Week Communicate that the major organs work together to make the
1 body function properly
Q2/ Week Infer that body structures help animals adapt and survive in
2 their particular habitat
Q2/ Week Identify the specialized structures of terrestrial and aquatic
3 plants
Q2/ Week
Compare the stages in the life cycle of organisms
4
Q2/ Week Describe the effect of the environment on the life cycle of
5 organisms
Q2/ Week Describe some types of beneficial and harmful interactions
6 among living things
Q2/ Week Describe the effects of interactions among organism in their
7 environment
Q3/ Week
Explain the effects of force when applied to an object
1-2
Q3/ Week Characterize magnetic force
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Grading resources
Period available
3
Q3/ Week
Describe how light, sound and heat travel
4-5
Q3/ Week
Investigate properties and characteristics of light and sound
6-7
Q4/ Week Compare and contrast the characteristics of different types of
1 soil
Q4/ Week Explain the use of water from different sources in the context of
2 daily activities
Q4/ Week
Trace and describe the importance of the water cycle
3
Q4/ Week Use weather instruments and describe the different weather
4 components in a weather chart
Q4/ Week
Identify safety precautions during different weather conditions
5
Q4/ Week Describe the changes in the position and length of shadows in
6 the surroundings as the position of the Sun changes
Q4/ Week
Describe the effects of the Sun to human activities
6

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Subject: Science

Quarter Learning r online) link if online)
/ resources
Grading available
Period
Q1/
Week 1- Use the properties of materials whether they are useful or harmful
2
Q1/ Investigate changes that happen in materials under the following
Week 3- conditions:
4
1 presence or lack of oxygen
2 application of heat
Q1/
Design a product out of local, recyclable solid and/ or liquid
Week 5-
materials in making useful products.
6
Q2/
Describe the parts of the reproductive system and their functions
Week 1
Q2/
Explain the menstrual cycle
Week 2
Q2/ Describe the different modes of reproduction in animals such as
Week 3 butterflies, mosquitoes, frogs, cats and dogs
Q2/
Describe the reproductive parts in plants and their functions
Week 4
Q2/ Describe the different modes of reproduction in flowering and
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/ resources
Grading available
Period
Week 5 non-flowering plants such as moss, fern, mongo and others
Q2/ Discuss the interactions among living things and non-living things
Week 6 in estuaries and intertidal zones
Q2/ Explain the need to protect and conserve estuaries and intertidal
Week 7 zones
Q3/ Describe the motion of an object by tracing and measuring its
Week 1 change in position (distance travelled) over a period of time
Q3/ Discuss why some materials are good conductors of heat and
Week 2 electricity
Q3/ Relate the ability of the material to block, absorb or transmit light to
Week 3 its use
Q3/
Infer the conditions necessary to make a bulb light up
Week 4
Q3/ Determine the effects of changing the number or type of
Week 5 components in a circuit
Q3/ Design an experiment to determine the factors that affect the
Week 6 strength of the electromagnet
Q4/
Describe how rocks turn into soil
Week 1
Q4/ Investigate extent of soil erosion in the community and its effects on
Week 2 living things and the environment
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/ resources
Grading available
Period
Q4/ Characterize weather disturbances in the Philippines and describe
Week 3 their effects to daily life
Q4/
Infer the pattern in the changes in the appearance of the Moon
Week 4
Q4/
Identify star patterns that can be seen at particular times of the year
Week 5
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Subject: Science

/ resources
Grading available
Period
Q1/
Describe the appearance and uses of homogeneous and
Week 1-
heterogenous mixtures
3
Q1/
Describe techniques in separating mixtures such as decantation,
Week 4-
evaporation, filtering, sieving and using magnet
6
Q2/
Week 1- Explain how the organs of each organ system work together
2
Q2/
Explain how the different organ systems work together
Week 3
Q2/
Determine the distinguishing characteristics of vertebrates and
Week 4-
invertebrates
5
Q2/ Discuss the interactions among living things and non-living things
Week 6 in tropical rainforests, coral reefs and mangrove swamps
Q2/ Explain the need to protect and conserve tropical rainforests,
Week 7 coral reefs and mangrove swamps
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/ resources
Grading available
Period
Q3/
Infer how friction and gravity affect movements of different
Week 1-
objects
2
Q3/
Demonstrate how sound, heat, light and electricity can be
Week 3-
5 transformed
Q3/
Manipulate simple machines to describe their characteristics and
Week 6-
uses
7
Q4/ Describe the changes on the Earth’s surface as a result of
Week 1 earthquakes and volcanic eruptions
Q4/ Enumerate what to do before, during and after earthquake and
Week 2 volcanic eruptions
Q4/
Describe the different seasons in the Philippines
Week 3
Q4/
Differentiate between rotation and revolution and describe the
Week 5-
effects of the Earth’s motions
6
Q4/
Week 7- Compare the planets of the solar system
8
Q4/ Construct a model of the solar system showing the relative sizes of
Week 8
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/ resources
Grading available
Period
the planets and their relative distances from the Sun

Subject: Science

/ resources
Grading available
Period
Q1/
Describe the components of a scientific investigation
Week 1
Q1/
Recognize that substances are classified into elements and
Week 2-
compounds
3
Q1/
Week 4- Distinguish mixtures from substances based on a set of properties
5
Q1/
Investigate properties of unsaturated or saturated solutions
Week 6
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/ resources
Grading available
Period
Q1/ Express concentrations of solutions quantitatively by preparing
Week 7 different concentrations of mixtures according to uses and
availability of materials
Q2/
Identify parts of the microscope and their functions
Week 1
Q2/
Focus specimens using the compound microscope
Week 2
Q2/ Describe the different levels of biological organization from cell to
Week 3 biosphere
Q2/ Differentiate plant and animal cells according to presence or
Week 4 absence of certain organelles
Q2/ Explain why the cell is considered the basic structural and
Week 4 functional unit of all organisms
Q2/ Differentiate asexual from sexual reproduction in terms of:
Week 5
1 Number of individuals involved;
2 Similarities of offspring to parents
Q2/
Differentiate biotic from abiotic components of an ecosystem
Week 6
Q2/
Describe the different ecological relationships found in an ecosystem
Week 6
Q2/ Predict the effect of changes in abiotic factors on the ecosystem
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/ resources
Grading available
Period
Week 7
Q3/
Describe the motion of an object in terms of distance or
Week 1-
displacement, speed or velocity, and acceleration
2
Q3/ Create and interpret visual representation of the motion of objects
Week 3 such as tape charts and motion graphs
Q3/
Infer that waves carry energy
Week 4
Q3/ Describe the characteristics of sound using the concepts of
Week 4 wavelength, velocity, and amplitude
Q3/ Explain color and intensity of light in terms of its wave
Week 5 characteristics
Q3/
Infer the conditions necessary for heat transfer to occur
Week 6
Q3/
Describe the different types of charging processes
Week 7
Q4/ Demonstrate how places on Earth may be located using a coordinate
Week 1 system
Q4/
Cite and explain ways of using Earth’s resources sustainably
Week 2
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/ resources
Grading available
Period
Q4/ Discuss how energy from the Sun interacts with the layers of the
Week 3 atmosphere
Q4/ Account for the occurrence of land and sea breezes, monsoons,
Week 3 and intertropical convergence zone (ITCZ)
Q4/ Using models, relate:
Week 4- 1 the tilt of the Earth to the length of daytime
5 2 the length of daytime to the amount of energy received
3 the position of the Earth in its orbit to the height of the Sun in
the sky
4 the height of the Sun in the sky to the amount of energy
received
5 the latitude of an area to the amount of energy the area
receives
6 tilt of the Earth and the seasons
Q4/
Explain how solar and lunar eclipses occur using models
Week 6

Subject: Science
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Grading resources
Period available
Q1/ Investigate the relationship between the amount of force applied
Week 1 and the mass of the object to the amount of change in the object’s
motion
Q1/ Infer that when a body exerts a force on another, an equal amount
Week 1 of force is exerted back on it
Q1/
Relate the laws of motion to bodies in uniform circular motion
Week 2
Q1/
Describe how work is related to power and energy
Week 3
Q1/ Identify and explain the factors that affect potential and kinetic
Week 3 energy
Q1/
Investigates the effect of temperature to the speed of sound
Week 4
Q1/ Explain the hierarchy of colors in relation to the energy of visible
Week 4 light
Q1/
Differentiate between heat and temperature at the molecular level
Week 4
Q1/
Week 5- Infer the relationship between current and voltage
6
Q1/ Explain the advantages and disadvantages of series and parallel
Week 7 connections in homes
265

Grading resources
Period available
Q1/ Explain the functions of circuit breakers, fuses, earthing, double
Week 7 insulation, and other safety devices in the home
Q2/ Using models or illustrations, explain how movements along faults
Week 1 generate earthquakes
Q2/ Differentiate the
Week 1- 1 epicenter of an earthquake from its focus;
2 2 intensity of an earthquake from its magnitude;
3 active and inactive faults
Q2/ Explain how earthquake waves provide information about the
Week 3 interior of the earth
Q2/ Explain how typhoon develops and how it is affected by landmasses
Week 4 and bodies of water
Q2/ Trace the path of typhoons that enter the Philippine Area of
Week 5 Responsibility (PAR) using a map and tracking data
Q2/
Compare and contrast comets, meteors, and asteroids
Week 6
Q3/
Explain the properties of solids, liquids, and gases based on the
Week 1-
particle nature of matter;
2
Q3/
Explain physical changes in terms of the arrangement and motion
Week 3-
of atoms and molecules;
4
Q3/ Determine the number of protons, neutrons, and electrons in a
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Grading resources
Period available
Week 5-
particular atom;
6
Q3/
Use the periodic table to predict the chemical behavior of an
Week 7-
element.
8
Q4/
Explain ingestion, absorption, assimilation, and excretion
Week 1
Q4/ Compare mitosis and meiosis, and their role in the cell-division
Week 2 cycle
Q4/ Explain the significance of meiosis in maintaining the chromosome
Week 2 number
Q4/ Predict phenotypic expressions of traits following simple patterns
Week 3 of inheritance
Q4/
Explain the concept of a species
Week 4
Q4/
Classify organisms using the hierarchical taxonomic system
Week 4
Q4/ Explain the advantage of high biodiversity in maintaining the
Week 5 stability of an ecosystem
Q4/
Describe the transfer of energy through the trophic levels
Week 5
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Grading resources
Period available
Q4/
Analyze the roles of organisms in the cycling of materials
Week 6
Q4/
Explain how materials cycle in an ecosystem
Week 6
Q4/
Suggest ways to minimize human impact on the environment
Week 7
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Subject: Science

/ resources
Grading available
Period
Q1/ Explain how the respiratory and circulatory systems work together
Week 1- to transport nutrients, gases, and other molecules to and from the
2 different parts of the body
Q1/ Infer how one’s lifestyle can affect the functioning of respiratory
Week 2 and circulatory systems
Q1/
Week 3- Explain the different patterns of non-Mendelian inheritance
4
Q1/ Relate species extinction to the failure of populations of organisms
Week 5 to adapt to abrupt changes in the environment
Q1/
Differentiate basic features and importance of photosynthesis and
Week 6-
respiration
7
Q2/ Explain how the Quantum Mechanical Model of the atom
Week 1 describes the energies and positions of the electrons
Q2/ Recognize different types of compounds (ionic or covalent) based
Week 2 on their properties such as melting point, hardness, polarity, and
electrical and thermal conductivity;
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/ resources
Grading available
Period
Q2/
Explain how ions are formed;
Week 3
Q2/
Explain how the structure of the carbon atom affects the type of
Week 4-
bonds it forms;
5
Q2/
Recognize the general classes and uses of organic compounds;
Week 6
Q2/
Use the mole concept to express mass of substances; and
Week 7
Q2/ Determine the percentage composition of a compound given its
Week 8 chemical formula and vice versa.
Q3/
Describe the different types of volcanoes and volcanic eruption
Week 1
Q3/
Explain what happens when volcanoes erupt
Week 2
Q3/
Illustrate how energy from volcanoes may be tapped for human
Week 3-
use
4
Q3/
Explain how different factors affect the climate of an area
Week 5
Q3/ Describe certain climatic phenomena that occur on a global level
Week 6-
265

/ resources
Grading available
Period
7
Q3/
Show which constellations may be observed at different times of the
Week 8-
year using models
9
Q4/
Describe the horizontal and vertical motions of a projectile
Week 1
Q4/
Investigate the relationship between the angle of release and the
Week 1-
height and range of the projectile
2
Q4/ Relate impulse and momentum to collision of objects (e.g., vehicular
Week 3 collision)
Q4/
Infer that the total momentum before and after collision is equal
Week 3
Q4/ Perform activities to demonstrate conservation of mechanical
Week 4 energy
Q4/
Construct a model to demonstrate that heat can do work
Week 5
Q4/ Explain how heat transfer and energy transformation make heat
Week 6 engines work
Q4/
Explain how electrical energy is generated, transmitted, and
Week 6-
distributed
7
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Subject: Science

Grading resources
Period available
Q1/
Describe and relate the distribution of active volcanoes, earthquake
Week 1-
epicenters, and major mountain belts to Plate Tectonic Theory
3
Q1/
Describe the different types of plate boundaries
Week 4
Q1/
Week 5- Explain the different processes that occur along the plate boundaries
6
Q1/
Describe the possible causes of plate movement
Week 7
Q1/
Enumerate the lines of evidence that support plate movement
Week 8
Q2/
Compare the relative wavelengths of different forms of
Week 1-
electromagnetic waves
2
Q2/
Cite examples of practical applications of the different regions of EM
Week 3-
waves, such as the use of radio waves in telecommunications
4
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Grading resources
Period available
Q2/ Explain the effects of EM radiation on living things and the
Week 5 environment
Q2/ Predict the qualitative characteristics (orientation, type, and
Week 6- magnification) of images formed by plane and curved mirrors and
7 lenses
Q2/ Identify ways in which the properties of mirrors and lenses
Week 8 determine their use in optical instruments (e.g., cameras and
binoculars)
Q2/
Explain the operation of a simple electric motor and generator
Week 9
Q3/ Explain the role of hormones involved in the female and male
Week 1 reproductive systems
Q3/ Describe the feedback mechanisms involved in regulating
Week 2 processes in the female reproductive system (e.g., menstrual cycle)
Q3/ Describe how the nervous system coordinates and regulates these
Week 3 feedback mechanisms to maintain homeostasis
Q3/
Explain how protein is made using information from DNA
Week 4
Q3/ Explain how mutations may cause changes in the structure and
Week 4 function of a protein
Q3/ Explain how fossil records, comparative anatomy, and genetic
Week 5 information provide evidence for evolution
265

Grading resources
Period available
Q3/
Explain the occurrence of evolution
Week 6
Q3/ Explain how species diversity increases the probability of
Week 7 adaptation and survival of organisms in changing environments
Q3/ Explain the relationship between population growth and carrying
Week 7 capacity
Q4/ Investigate the relationship between:
Week 1-
1 volume and pressure at constant temperature of a gas
2
2 volume and temperature at constant pressure of a gas
3 explains these relationships using the kinetic molecular
theory
Q4/
Recognize the major categories of biomolecules such as
Week 3-
carbohydrates, lipids, proteins, and nucleic acids
4
Q4/
Week 5- Apply the principles of conservation of mass to chemical reactions
6
Q4/ Explain how the factors affecting rates of chemical reactions are
Week 7- applied in food preservation and materials production, control of
8 fire, pollution, and corrosion
265
SENIOR HIGH
SCHOOL
(CORE SUBJECTS)
 Earth and Life Science
Physical Science

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Grade Level: Senior High School (Core)

Subject: Earth and Life Science

Grading resources
Period available
Q1 / Week Recognize the uniqueness of Earth, being the only planet in the
1 solar system with properties necessary to support life.
Q1 / Week Explain that the Earth consists of four subsystems, across whose
1 boundaries matter and energy flow.
Q1 / Week Identify common rock-forming minerals using their physical and
1 chemical properties.
Q1 / Week
Classify rocks into igneous, sedimentary, and metamorphic
1
Q1 / Week
Describe where the Earth’s internal heat comes from.
2
Q1 / Week Describe the changes in mineral components and texture of rocks
2 due to changes in pressure and temperature (metamorphism)
Q1 / Week Describe how rocks behave under different types of stress such
2 as compression, pulling apart, and shearing
Q1 / Week Explain how the movement of plates leads to the formation of
2 folds and faults
Q1 / Week
Describe how layers of rocks (stratified rocks) are formed
3
265

Grading resources
Period available
Q1 / Week Describe the different methods (relative and absolute dating) to
3 determine the age of stratified rocks
Q1 / Week Explain how relative and absolute dating were used to
3 determine the subdivisions of geologic time
Q1 / Week Describe how the Earth’s history can be interpreted from the
4 geologic time scale
Q1 / Week Describe the various hazards that may happen in the event of
4 earthquakes, volcanic eruptions, and landslides
Q1 / Week Using hazard maps, identify areas prone to hazards brought
5 about by earthquakes, volcanic eruptions, and landslides
Q1 / Week
Identify human activities that speed up or trigger landslides
5
Q1 / Week Using hazard maps, identify areas prone to hazards brought
6 about by tropical cyclones, monsoons, floods, or ipo-ipo
Q1 / Week Describe how coastal processes result in coastal erosion,
6 submersion, and saltwater intrusion
Q2/ Week Explain the evolving concept of life based on emerging pieces of
1-2 evidence
Describe how unifying themes (e.g., structure and function,
Q2/ Week evolution, and ecosystems) in the study of life show the
2 connections among living things and how they interact with
each other and with their environment
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Grading resources
Period available
Q2/ Week Describe the different ways of how representative animals
3 reproduce
Q2/ Week
Describe the process of genetic engineering
4
Q2/ Week
Evaluate the benefits and risks of using GMOs
4
Q2/ Week Describe the general and unique characteristics of the different
5 organ systems in representative animals
Q2/ Week Analyze and appreciate the functional relationships of the
5 different organ systems in ensuring animal survival
Explain how populations of organisms have changed and
Q2/ Week continue to change over time showing patterns of descent with
6 modification from common ancestors to produce the
organismal diversity observed today
Q2/ Week Describe how the present system of classification of organisms
6 is based on evolutionary relationships
Categorize the different biotic potential and environmental
Q2/ Week
resistance (e.g., diseases, availability of food, and predators)
7
that affect population explosion
Subject: Earth Science
265

Grading resources
Period available
Q1 / Week Describe the characteristics of Earth that are necessary to
1 support life
Q1 / Week Explain that the Earth consists of four subsystems, across whose
1 boundaries matter and energy flow
Q1 / Week Identify common rock-forming minerals using their physical and
1 chemical properties
Q1 / Week
Classify rocks into igneous, sedimentary, and metamorphic
2
Q1 / Week
Identify the minerals important to society
2
Q1 / Week Describe how ore minerals are found, mined, and processed for
2 human use
Q1 / Week
Describe how fossil fuels are formed
3
Q1 / Week Explain how heat from inside the Earth (geothermal) and from
3 flowing water (hydroelectric) is tapped as a source of energy for
human use
Q1 / Week
Identify the various water resources on Earth
3
Q1 / Week Explain how different activities affect the quality and availability of
4 water for human use
Q1 / Week Identify human activities, such as farming, construction of
4 structures, and waste disposal, that affect the quality and
265

Grading resources
Period available
quantity of soil
Q1 / Week Describe how people generate different types of waste (solid,
5 liquid, and gaseous) as they make use of various materials and
resources in everyday life
Q1 / Week Explain how different types of waste affect people’s health and
5 the environment
Q2 / Week
Describe how rocks undergo weathering
1
Q2 / Week
Explain why the Earth’s interior is hot
1
Q2 / Week
Describe what happens after magma is formed
1
Q2 / Week Describe how rocks behave under different types of stress such
2 as compression, pulling apart, and shearing
Q2 / Week
Describe the structure and evolution of ocean basins
2
Q2 / Week
Describe how layers of rocks (stratified rocks) are formed
3
Q2 / Week Describe the different methods (relative and absolute dating) of
3 determining the age of stratified rocks
Q2 / Week Explain how relative and absolute dating were used to
4 determine the subdivisions of geologic time
265

Grading resources
Period available
Q2 / Week Describe how index fossils (also known as guide fossils) are used
4 to define and identify subdivisions of the geologic time scale
Q2 / Week
Describe the history of the Earth through geologic time
5
265

Subject: Physical Science
Week of Most Essential Learning Competencies Lesson Exemplar/ LR Link (if Assessment
the Learning developer available (provide a link
Quarter/ resources online) if online)
Grading available
Period
Q1/Week Give evidence for and describe the formation of heavier
1 elements during star formation and evolution
Q1/Week Explain how the concept of atomic number led to the synthesis of
1 new elements in the laboratory
Q1/Week
Determine if a molecule is polar or non-polar given its structure
2
Q1/Week
Relate the polarity of a molecule to its properties
2
Q1/Week
Describe the general types of intermolecular forces
3
Q1/Week Explain the effect of intermolecular forces on the properties of
3 substances
Q1/Week Explain how the structures of biological macromolecules such as
4 carbohydrates, lipids, nucleic acid, and proteins determine their
properties and functions
Q1/Week Use simple collision theory to explain the effects of concentration,
5 temperature, and particle size on the rate of reaction
265
Grading available
Period
Q1/Week
Define catalyst and describe how it affects reaction rate
5
Q1/Week Determine the limiting reactant in a reaction and calculate the
6 amount of product formed
Q1/Week Describe how energy is harnessed from different sources:
7
A. Fossil fuels
B. Biogas
C. Geothermal
D. Hydrothermal
E. Batteries
F. Solar cells
G. Biomass
Q1/Week From product labels, identify the active ingredient(s) of cleaning
8 products used at home
Q1/Week
Give the use of the other ingredients in cleaning agents
8
Q2 /
Explain how the Greeks knew that the Earth is spherical
Week 1
Q2 / Cite examples of astronomical phenomena known to
Week 1 astronomers before the advent of telescopes
265
Grading available
Period
Q2 / Explain how Brahe’s innovations and extensive collection of
Week 1 data in observational astronomy paved the way for Kepler’s
discovery of his laws of planetary motion
Q2 / Explain the subtle distinction between Newton’s 1st Law of
Week 2 Motion (or Law of Inertia) and Galileo’s assertion that force is
not necessary to sustain horizontal motion
Q2 / Describe how the propagation of light, reflection, and refraction
Week 2 are explained by the wave model and the particle model of light
Q2 / Explain how the photon concept and the fact that the energy of
Week 2 a photon is directly proportional to its frequency can be used to
explain why red light is used in photographic dark rooms, why
we get easily sunburned in ultraviolet light but not in visible
light, and how we see colors
Q2 / Cite experimental evidence showing that electrons can behave
Week 3 like waves
Q2 /
Differentiate dispersion, scattering, interference, and diffraction
Week 3
Q2 / Explain various light phenomena such as:
Week 3-4
A. Your reflection on the concave and convex sides of a
spoon looks different
B. Mirages
C. Light from a red laser passes more easily though red
cellophane than green cellophane
265
Grading available
Period
D. Clothing of certain colors appear different in artificial light
and in sunlight
E. Haloes, sundogs, primary rainbows, secondary rainbows,
and supernumerary bows
F. Why clouds are usually white and rainclouds dark
G. Why the sky is blue and sunsets are reddish
Q2 /
Describe how Hertz produced radio pulses
Week 4
Q2 / Explain how special relativity resolved the conflict between
Week 4 Newtonian mechanics and Maxwell’s electromagnetic theory
Q2 / Explain the consequences of the postulates of Special Relativity
Week 5 (e.g., relativity of simultaneity, time dilation, length contraction,
mass-energy equivalence, and cosmic speed limit)
Q2 / Explain the consequences of the postulates of General
Week 5 Relativity (e.g., correct predictions of shifts in the orbit of
Mercury, gravitational bending of light, and black holes)
Q2 / Explain how the speeds and distances of far-off objects are
Week 6 estimated (e.g., doppler effect and cosmic distance ladder)
Q2 / Explain how we know that we live in an expanding universe,
Week 6 which used to be hot and is approximately 14billion years old

K 12 MELC Science12

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265

Grade Level: Grade 3

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Grade 4

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Grade 5

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Grade 6

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

the planets and their relative distances from the Sun

Grade Level: Grade 7

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Grade 8

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Grade 9

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Grade 10

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Senior High School (Core)

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Week of Most Essential Learning Competencies Lesson LR Link (if Assessment

Grade Level: Senior High School (Core)

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