ARMY’S ANGELS INTEGRATED 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;
 ARMY’S ANGELS INTEGRATED 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
3.1 Causes of Species species extinction of extinction of responsibility in keeping populations of organisms
Extinction representative the planet alive and to adapt to abrupt changes
3.1.1 natural microorganisms, plants, promote protection of the in 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 TRANSFER GOAL LEARNING

STANDARDS STANDARD 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 composition of different physically fitted individual demonstrate awareness on express mass of
1.2 Moles the 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
Composition of a products’ appropriate different brands of food 2. determine the
Compound percentage composition products as a basis in percentage composition of
deciding which product is a compound given its
good for the body to chemical formula and vice
become a physical fitted versa.
individual
 ARMY’S ANGELS INTEGRATED SCHOOL
2. Chemical Bonding The Learners demonstrate
3.1 Ionic and Covalent an understanding of…
Bonding 1. how atoms combine
with other atoms by
3.2 Metallic Bonding 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
SCIENCE GRADE 9
CURRICULUM MAP
The Learners shall be able The learner will become a The learners will practice 5. explain the formation of
to: physically fitted individual ways to regulate, conserve ionic and covalent bonds;
present an analysis of the 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 The learner will become The learners will 3. explain how the
organic and inorganic naturalist or patriotic being demonstrate advocacy and structure of the carbon
compounds found at home institutional support in atom affects the type of
and in the market and patronizing organic bonds it forms;
indicate uses of these products to become
compounds based on their naturalist or patriotic 4. recognize the general
properties beings 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
ARMY’S ANGELS INTEGRATED 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
FORMATION TRANSFER GOAL
STANDARD
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
ARMY’S ANGELS INTEGRATED SCHOOL
SCIENCE GRADE 9
CURRICULUM MAP
basis constellations and arrangement of stars in a
astrology to become a group (constellation) does
truth seeker 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.
FOURTH QUARTER
FORCE MOTION AND ENERGY
CONTENGT PERFORMANCE FORMATION TRANSFER GOAL LEARNING
STANDARDS STANDARDS STANDARD COMPETENCIES
The Learners demonstrate The Learners shall be able The learner will become a The learners will display The Learners should be
an understanding of: to: physically fitted individual enhanced skills in sports able to…
projectile motion, impulse propose ways to enhance guided by their 1. describe the horizontal
and momentum, and sports related to projectile understandings of and vertical motions of a
conservation of linear motion projectile motion to projectile;
momentum become a physically fitted
individuals 2. investigate the
relationship between the
angle of release and the
height and range of the
projectile;
3. relate impulse and
 ARMY’S ANGELS INTEGRATED 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;
 ARMY’S ANGELS INTEGRATED 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 generate and transmit steward of God’s creation demonstrate awareness on energy is generated,
4.1 Power generation and electrical energy from electrical energy the economic, political, transmitted, and
energy losses power plants environmental and social distributed.
4.2 Transmission and (hydroelectric, geothermal, impact on the use of
distribution of electrical wind, nuclear) to home different sources of energy
energy from power plants for generating electricity to
to homes become a stewards of
God’s creation