JHS-LP-Grade 10

Republic of the Philippines
San Agustin Surigao del Sur

Saint Augustine High School
K to 12 BASIC EDUCATION CURRICULUM

JUNIOR HIGH SCHOOL
Grade: 10
Core Subject Title: Science 10
Date: June 20, 22 & 24, 2016
MWF: Grade 10 St. Luke 8:40am-10am and Grade 10 St. Peter 10:30-11:50am
CONTENT PERFORMANCE LEARNING LEARNING TEACHING

CONTENT ASSESSMENT ASSIGNMENT
STANDARD STANDARD COMPETENCIES OUTCOMES STRATEGIES
1. Plate Tectonics The Learners The Learners shall be The Learners should At the end of the lesson,
1.1 Distribution demonstrate an able to: be able to… the students should be
1.1.1 volcanoes understanding of: able to:
1.1.2 earthquake 1. demonstrate ways 1. describe the 1. identify the internal LECTURE CHAPTER QUIZ
epicenters the relationship to ensure disaster distribution of active structure of the earth.
1.1.3 mountain among the locations preparedness during
METHOD
volcanoes, 1. locate the Earths’
ranges of volcanoes, earthquakes, earthquake structural layer; crust,
1.2 Plate boundaries earthquake tsunamis, and epicenters, and major mantle and core. GROUP
1.3 Processes and epicenters, and volcanic eruptions mountain belts; 3. define plate tectonics, ACTIVITY/IES
landforms along plate mountain ranges 2. suggest ways by 2. describe the active volcano, fault,
boundaries which he/she can different types of trench. VIDEO/ FILM
1.4 Internal structure contribute to plate boundaries; 4. describe the distribution VIEWING ON
of the Earth government efforts in 3. explain the of active volcanoes, CONTINENTAL
1.5 Mechanism reducing damage due different processes earthquake epicenters, DRIFT
(possible causes of to earthquakes, that occur along the and major mountain belts;
movement) tsunamis, and plate boundaries; 5. state the importance of
1.6 Evidence of plate volcanic eruptions 4. describe the identifying the areas which
movement internal structure of are prone to earthquakes.
the Earth; 6. Explain the continental What are the
5. describe the drift theory. different plate
possible causes of 7. Identify the evidences boundaries?
plate movement; and of Plate Movements. Explain.
6. enumerate the
lines of evidence that
support plate
movement

JUNIOR HIGH SCHOOL
Grade: 10
Date: June 27 to July 1, 2016

1. Plate Tectonics The Learners The Learners shall be The Learners should be At the end of the
1.1 Distribution demonstrate an able to: able to… lesson, the
1.1.1 volcanoes understanding of: students should be
1.1.2 earthquake 1. demonstrate ways 1. describe the able to:
epicenters the relationship to ensure disaster distribution of active
GROUP
volcanoes, earthquake 1. Explain the
ranges of volcanoes, earthquakes, epicenters, and major
ACTIVITY/IES SHORT QUIZ
continental drift
1.2 Plate boundaries earthquake tsunamis, and mountain belts; theory;
1.3 Processes and epicenters, and volcanic eruptions 2. describe the different 2. State Wegener’s VIDEO/ FILM
landforms along plate mountain ranges 2. suggest ways by types of plate ideas on VIEWING ON *Note: 1st NONE
boundaries which he/she can boundaries; continental drift CONTINENTAL Preliminary
1.4 Internal structure contribute to 3. explain the different theory; DRIFT Examination
of the Earth government efforts in processes that occur 3. Identify the
1.5 Mechanism reducing damage due along the plate evidences of Plate
(possible causes of to earthquakes, boundaries; Movements.
movement) tsunamis, and 4. describe the internal
1.6 Evidence of plate volcanic eruptions structure of the Earth;
movement 5. describe the possible
causes of plate
movement; and
6. enumerate the lines
of evidence that support
plate movement
Prepared by:
MARIA CRISTINA A. AVILA


JUNIOR HIGH SCHOOL
Grade: 10
Date: July 4-8, 2016

1.1 Distribution demonstrate an able to: able to… lesson, the students
1.1.1 volcanoes understanding of: should be able to:
1.1.2 earthquake 1. demonstrate ways 1. describe the distribution 1. identify the three REPORTING SHORT QUIZ NONE
epicenters the relationship to ensure disaster of active volcanoes, plate boundaries;
1.1.3 mountain among the preparedness during earthquake epicenters, 2. draw the three
ranges locations of earthquakes, and major mountain belts; plate boundary;
1.2 Plate boundaries volcanoes, tsunamis, and volcanic 2. describe the different
1.3 Processes and earthquake eruptions types of plate boundaries; ON EXAMINATION
landforms along plate epicenters, and 2. suggest ways by 3. explain the different At the end of the
boundaries mountain ranges which he/she can processes that occur along period, students
1.4 Internal structure contribute to the plate boundaries; should be able to:
of the Earth government efforts in 4. describe the internal
1.5 Mechanism reducing damage due
1. follow the
structure of the Earth;
(possible causes of to earthquakes, 5. describe the possible
directions
movement) tsunamis, and volcanic causes of plate movement; properly;
1.6 Evidence of plate eruptions and 2. answer the
movement 6. enumerate the lines of exam correctly;
evidence that support 3. appreciate the
plate movement importance of
studying.
.
Prepared by:


JUNIOR HIGH SCHOOL
Grade: 10
Date: July 11-15, 2016

1.1 Distribution demonstrate an able to: able to… lesson, the
1.1.1 volcanoes understanding of: students should
1.1.2 earthquake 1. demonstrate ways 1. describe the be able to: LECTURE METHOD
epicenters the relationship to ensure disaster distribution of active
SHORT QUIZ NONE
volcanoes, earthquake
ranges of volcanoes, earthquakes, epicenters, and major
1. describe the LABORATORY
1.2 Plate boundaries earthquake tsunamis, and mountain belts; different types of ACTIVITY with
1.3 Processes and epicenters, and volcanic eruptions 2. describe the different plate boundaries; activity sheets
landforms along plate mountain ranges 2. suggest ways by types of plate 2. explain how
boundaries which he/she can boundaries; earthquake
1.4 Internal structure contribute to 3. explain the different happen and how
of the Earth government efforts in processes that occur volcanoes and
1.5 Mechanism reducing damage due along the plate mountain ranges
(possible causes of to earthquakes, boundaries; are formed;
movement) tsunamis, and 4. describe the internal
1.6 Evidence of plate volcanic eruptions
3. Explain the
structure of the Earth;
movement 5. describe the possible
different
causes of plate processes that
movement; and occur along plate
6. enumerate the lines boundaries.
of evidence that support 4. Determine the
plate movement consequences of
colliding plates.
Prepared by:

Grade: 10

Coordinated The Learners The Learners shall be The Learners should be At the end of the
Functions of the demonstrate an able to: able to… lesson, the
Organs of the understanding of: students should be
Reproductive  the structure and able to: LECTURE
System function of the  describes the METHOD SHORT QUIZ NONE
reproductive system  practices functions of the major 1.Describe the parts
 hormones healthful habits to parts of the of nervous, ACTIVITY with
involved in the maintain proper reproductive organs endocrine, and
female and male activity sheets
functioning of the  explains the roles of reproductive systems,
reproductive organs of the hormones involved in along with their
systems GROUP
reproductive system the female and male functions.
 feedback reproductive systems 2. Explain the role of
DISCUSSION
mechanisms  summarizes the hormones involved in AND ACTIVITY
involved in the process of the female and male
female reproductive reproduction using a reproductive
system (e.g., concept map systems.
menstrual cycle) 3. Describe the
 process of feedback mechanisms
fertilization in regulating
 development of processes in the
the zygote female reproductive
system.
4. Describe how the
nervous system
coordinates and
regulates feedback
mechanisms to
maintain
homeostasis.
5. Identify the major
endocrine glands in
the human body and
their
functions
Explain the effect of a
particular hormone in
the body if not
properly
Regulated
6. Describe the
feedback mechanisms
involved in regulating
processes in the
female reproductive
system
7. developed
scientific,
technological, and
environmental
literacy that will lead
you to rational
choices
on any issue that you
will face in life.
Grade: 10

The Learners The Learners shall be The Learners should be At the end of the
Heredity: demonstrate an able to: able to… lesson, the students
Inheritance and understanding of: should be able to:
Variation  explains how
heritable  describes the 1. explain how a protein SHORT QUIZ NONE
 that the characteristics can structure of the DNA is made using LECTURE
information passed be observed in an molecule information from DNA. METHOD
from parents to organism’s  explains the process a. identify the role of
offspring is coded in phenotype – of DNA replication DNA and RNA in protein
DNA molecules molecular or whole-  explains the process synthesis
organism level of protein synthesis b. describe DNA
 of the structure of  explains how replication
DNA molecules  how mutations in mutations may cause c. relate DNA replication
changes to the to its complementary
a gene influence
 of the DNA structure and function structure
the structure or
replication of a protein d. describe transcription
function of proteins and translation.
 that mutations 2. Explain how mutations
 genetic
information stored that occur in sex may cause changes in
in DNA is used to cells can be passed the structure and
direct the synthesis on to the function of
of proteins offspring’s. a protein.
a. Compare the different
 of process of types of mutations and
protein synthesis their possible
results.

Evolution demonstrate an able to: able to… lesson, the students
understanding of: should be able to:
1. Understand how REPORTING
 describes the evolution is being METHOD SHORT QUIZ NONE
 that evolution  explains how theory of natural studied from the fossil
explains both the species diversity selection record and LECTURE
unity and diversity increases the  explains how natural molecular data.
METHOD
of species probability of selection can result to 2. Give the importance
 of the Theory of adaptation and speciation and of understanding the
Natural Selection survival of extinction origin of life.
 of the scientific organisms in  explains how fossil 3. Explain why
evidence of natural changing records, comparative reproduction, variation,
selection anatomy and genetic and adaptation are
environments
information provide necessary for
evidence of evolution the survival of species.
4. Discuss how natural
 explains the
selection promotes
importance of
expression and
adaptation as a
propagation of
mechanism for traits and species that
species survival adapt with the changing
environment.
Grade: 10
Gas Laws demonstrate an able to: able to… lesson, the students
understanding of: should be able to:
 Kinetic Molecular
Theory LECTURE
 Volume, pressure  investigates the 1. Investigate the METHOD
 demonstrates  applies the relationship between: relationship between:
and temperature
understanding of - volume and pressure at • volume and pressure
relationship Kinetic Molecular REPORTING SHORT QUIZ
the relationships constant temperature of at constant
 Ideal gas law theory in METHOD
among a gas temperature of a gas;
explaining - volume and
temperature, everyday situations • volume and
temperature at constant temperature at
BRAINSTORMI
volume and involving gases pressure of a gas NG-GROUP
pressure of gases constant pressure of a
- explains these gas. DISCUSSION
through the kinetic relationships using the 2. Explain the above
molecular theory. kinetic molecular theory. mentioned relationships
using the Kinetic
 cites situations that Molecular
demonstrate the Theory.
relationship between: 3. Prove that gases
- volume and pressure at have the following
constant amount and properties: mass,
temperature of a gas volume,
- volume and temperature, and
temperature at constant pressure.
amount and pressure of 4. Investigate the
a gas relationship between
volume and
 performs temperature at
calculations using the constant pressure.
ideal gas law 5. Investigate the
relationship between
temperature and
pressure at
constant volume.
6. Determine the
application of gas laws
in daily occurrences.
CONTENT PERFORMANCE LEARNING LEARNING TEACHING ASSIGNMENT/

CONTENT ASSESSMENT
STANDARD STANDARD COMPETENCIES OUTCOMES STRATEGIES AGREEMENT
Biomolecules demonstrate an able to: able to… lesson, the students
 Elements understanding of: should be able to:
present in
biomolecules  recognizes the 1. Recognize the major LECTURE LONG QUIZ -bring 10 common
 demonstrates  interprets food major categories of categories of METHOD food labels found in
 Carbohydrates, understanding of labels in terms of biological molecules biomolecules such as your kitchen
biomolecules which percentage such as carbohydrates, lipids,
lipids, proteins, and INDIVIDUAL
are made mostly of composition in carbohydrates, lipids, proteins and nucleic
nucleic acids. ACTIVITY
a limited number of relation to the proteins, and nucleic acids;
elements, such as required daily intake acids. 2. Differentiate the
 Food labels carbon, hydrogen, biomolecules from each
of
oxygen and carbohydrates/sugars other in terms of their
nitrogen. Together , proteins, and fats. structure and function.
with water and a 3. name the elements
few kinds of ions, that make up
these biomolecules carbohydrates and
make up cells and lipids;
tissues. 4. recognize the
structure of
carbohydrates and
lipids;
5. differentiate the types
of carbohydrates and
lipids in the human
body;
6. explain the general
role of carbohydrates
and lipids in the body;
7. determine the
carbohydrate and lipid
content from food
labels;
8. identify the elements
in proteins and nucleic
acid;
9. identify the common
and essential amino
acids in the body;
10. explain the general
role of proteins and
nucleic acid in the body;
11. acknowledge the
significance of
biomolecules.
Grade: 10

The Learners The Learners shall The Learners should be At the end of the
Chemical demonstrate an be able to: able to… lesson, the students
Reactions understanding of: should be able to:
 using any  describes the four LECTURE
form of media, general types of chemical 1. Write chemical METHOD SHORT QUIZ NONE
 demonstrates presents the reactions. equations;
understanding of effects of  applies the principles of
2. Apply the principles of ACTIVITY
chemical reactions conservation of mass to
chemical conservation of mass to with activity
chemical reactions
associated with reactions on chemical reactions;
 balances equations, sheets
biological and biological and given the formulas for 3. Classify reactions
industrial processes industrial reactants and products. according to the different
affecting life and the processes  enumerates and explains types;
environment. affecting life and the factors affecting rates of 4. Identify the factors
the environment. chemical reactions. that affect reaction rates
 recognizes that all and explain them
chemical reactions are according to collision
accompanied by energy theory; and
change. 5. Explain how the
 identifies chemical factors affecting rates of
reactions involved in chemical reactions are
biological and industrial applied in food
processes affecting life and preservation and
the environment. materials production, fire
 describes chemical control,
reactions involved in plant pollution, and corrosion.
growth, food digestion and
spoilage.
 describes the effects of
various factors on the rate
of chemical reactions.
 explains how the factors
affecting rates of chemical
reactions are applied in
food preservation and
materials production,
control of fire, pollution, and
corrosion.
 recognizes the
importance of controlling
rates of reactions in
technology.
Grade: 10
demonstrate an able to: able to… lesson, the
understanding of: students should
be able to:

JHS-LP-Grade 10

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Republic of the Philippines

San Agustin Surigao del Sur

K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

MARIA CRISTINA A. AVILA

K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

MARIA CRISTINA A. AVILA

K to 12 BASIC EDUCATION CURRICULUM

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

MARIA CRISTINA A. AVILA

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

CONTENT PERFORMANCE LEARNING LEARNING TEACHING ASSIGNMENT/

CONTENT PERFORMANCE LEARNING LEARNING TEACHING

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