GRADE 8 SCIENCE (FIRST QUARTER)

SUB-TASKING OF CURRICULUM GUIDE

Prepared by: Ms. Roxane Villanueva - SDO Mandaluyong, Ms.Rebecca Roxas- SDO Manila,
Ms. Thelma Sagaban - SDO TAPAT, Ms. Aileen Gutierrez - SDO Malabon

Grade Grade 8
Science Discpline/ Component Force, Motion, and Energy

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
GradeLevel Standard differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Domain Force and Motion
This time, learners study the concept of force and its relationship to motion. They use Newton’s Laws of Motion to explain why
objects move (or do not move) the way they do (as described in Grade 7). They also realize that if force is applied on a body, work
can be done and may cause a change in the energy of the body.

Performance Standard The learners shall be able to develop a written plan and implement a “Newton’s Olympics.”
Content Standard The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion
NO. OF DAYS
CONTENT LEARNING COMPETENCIES CODE
TAUGHT
1. Laws of Motion
1. The learners should be able to investigate the relationship between the amount of
force applied and the mass of the object to the amount of change in the object’s S8FE-Ia-15 3
motion.
1.1 define inertia S8FE-Ia-15.1
1.2 relate inertia to mass S8FE-Ia-15.2
1.1 Law of Inertia 1.3 explain the Law of Inertia S8FE-Ia-15.3 1
1.4 relate inertia to stopping forces like friction S8FE-Ia-15.4
1.5 cite situations where the law of inertia applies S8FE-Ia-15.5
1.6 show the effect of force and mass on acceleration S8FE-Ia-15.6
1.2 Law of Acceleration 1
1.7 State Newton's Second law of Motion-The Law of Acceleration S8FE-Ia-15.7
1.2 Law of Acceleration
1.3 Law of Interaction
Science Discpline/ Component
GradeLevel Standard
Domain
Performance Standard
Content Standard
1.8 Solve problems involving the Law of Acceleration S8FE-Ia-15.8 1
2. The learners should be able to infer that when a body exerts a force on another, an S8FE-Ia-16
1
equal amount of force is exerted back on it;
2.1 explain newton's third law of motion as a law of interaction
S8FE-Ib-16.1
2.2 explain why action and reaction forces do not cancel each other S8FE-Ib-16.2
1
2.3 apply the law of interaction to falling bodies and to activities like walking and
S8FE-Ib-16.3
swimming as well as to jet and rocket
3. The learners should be able to demonstrate how a body responds to changes in
S8FE-Ib-17 1
motion.
4. The learners should be able to relate the laws of motion to bodies in uniform S8FE-Ib-18 1
circular motion.
4.1 demonstrate and explain the concept of uniform circular motion applying Newton's S8FE-Ib-18.1 1
Laws of motion
5. infer that circular motion requires the application of constant force directed S8FE-Ib-19 1
toward the center of the circle;
Suggested Performance Task: Physics Minute to Win It
In this suggested performance task, learners will present a Minute to Win It game that illustrates one of the three 1
laws of motion.
Summative Assessment on S8FE-Ia-15, S8FE-Ia-16, S8FE-Ib-17, S8FE-Ib-18, and S8FE-Ib-19 1
Force, Motion, and Energy
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Energy
This time, learners Learners realize that transferred energy may cause changes in the properties of the object. They relate the
observable changes in temperature, amount of current, and speed of sound to the changes in energy of the particles.
The learners shall be able to develop a written plan and implement a “Newton’s Olympics.”
The learners demonstrate an understanding of work using constant force, power, gravitational potential energy, kinetic energy, and
elastic potential energy.
 NO. OF DAYS
CONTENT LEARNING COMPETENCIES CODE
TAUGHT
6. The learners should be able to identify situations in which work is done and in
2. Work Power and Energy S8FE-Ic-20 1
which no work is done.
6.1 differentiate between the scientific and layman's definition of work
S8FE-Ic-20.1
6.2 identify the factors affecting the work done S8FE-Ic-20.2 1
6.3 calculate the work done in a given situation S8FE-Ic-20.3

7. The learners should be able to describe how work is related to power and energy. S8FE-Ic-21 2
7.1 define power S8FE-Ic-21.1
1
7.2 calculate power expended in a given situation S8FE-Ic-21.2
7.3 relate energy to work S8FE-Ic-21.3
1
7.4 solve problems on work, power, and energy S8FE-Ic-21.4
8. The learners should be able to differentiate potential and kinetic energy.
S8FE-Id-22 2
8.1 define gravitational potential energy S8FE-Id-22.1
8.2 determine the factors that affect the gravitational potential energy gained by an object S8FE-Id-22.2 1
8.3 calculate the potential energy of an object S8FE-Id-22.3
8.4 define kinetic energy S8FE-Id-22.4
8.5 determine the factors that affect the kinetic energy of an object S8FE-Id-22.5
1
8.6 calculate the kinetic energy of an object S8FE-Id-22.6
8.7 differentiate gravitational potential energy from kinetic energy S8FE-Id-22.7
9. The learners should be able to relate speed and position of object to the amount of
S8FE-Id-23 2
energy possessed by a body.
9.1 discuss how KE is related to mass and velocity and GPE to mass and height S8FE-Id-23.1 1
9.2 solve problems on gravitational potential energy and kinetic energy S8FE-Id-23.2 1
Suggested Performance Task: Newton's Olympics
In this performance task, learners in their groups will develop a plan for and implement a Newton's Olympics in 2
which teams will play games that demonstrate the Newton's Laws, work done, gravitational potential energy, and
kinetic energy.

Science Discpline/ Component
GradeLevel Standard
Domain
Performance Standard
Content Standard
CONTENT
3. Sound
Science Discpline/ Component
Summative Assessment on S8FE-Ic-20, S8FE-Ic-21, S8FE-Id-22, and S8FE-Id-23 1
Force, Motion, and Energy
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Energy
This time, learners realize that transferred energy may cause changes in the properties of the object. They relate the observable changes
in temperature, amount of current, and speed of sound to the changes in energy of the particles.
The learners represent how the movement of particles
The learners demonstrate an understanding of the propagation of sound through solid, liquid, and gas.
NO. OF DAYS
LEARNING COMPETENCIES CODE
TAUGHT
10. The learners should be able to infer how the movement of particles of an object
S8FE-Ie-24 2
affects the speed of sound through it.
10.1 differentiate the media used for sound to travel -solid, liquid, gas in terms of the
S8FE-Ie-24.1 1
movement of particles as sound passes through
10.2 compare the speed of sound in these media S8FE-Ie-24.2
1
10.3 use a diagram to explain how the speed of sound varies in different media S8FE-Ie-24.3
11. The learners should be able to investigate the effect of temperature to speed of
S8FE-Ie-25 3
sound through fair testing;
11.1 determine the effect of temperatute on the speed of sound
S8FE-Ie-25.1 1
11.2 compute the speed of sound in air at different temperature S8FE-Ie-25.2 1
Suggested Performance Task: Illustrating How Speed of Sound Varies with Movement of Molecules
1
In this suggested performance task, learners will use a diagram, graph, graphic organizer, etc. to explain how the
speed of sound varies with the movement of molecules.
Force and Energy
 At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
Grade Level Standard differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Domain Energy
This time, learners realize that transferred energy may cause changes in the properties of the object. They relate the observable changes
in temperature, amount of current, and speed of sound to the changes in energy of the particles.
The learners present a report on phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength
and frequency of visible light.
Performance Standard

Content Standard The learners demonstrate an understanding of some properties and characteristics of visible light.
NO. OF DAYS
CONTENT LEARNING COMPETENCIES CODE
TAUGHT
12. The learners should be able to demonstrate the existence of the color components
4. Light S8FE-If-26 1
of visible light using a prism or diffraction grating;
12.1 discuss what happens to light as it interacts with matter S8FE-If-26.1
12.2 investigate the colors of sunlight S8FE-If-26.2 1
12.3 explain how colors of objects are perceived by the eye S8FE-If-26.3
13. The learners should be able to explain the hierarchy of colors in relation to
S8FE-If-27 1
energy.
13.1 relate wavelength, frequency, and velocity of colors to energy that it carries S8FE-If-27.1
1
13.2 explain the heirarchy of colors in relation to energy S8FE-If-27.2
14. The learners should be able to explain that red is the least bent and violet the
S8FE-If-28 3
most bent according to their wavelengths or frequencies.
14.1 explain refraction of light S8FE-If-28.1
14.2 show through diagram why red is the least bent and violet the most bent according to 1
S8FE-If-28.2
their wavelengths of frequencies
14.3 apply the concept of refraction of visible light to explain why the sky is blue
S8FE-If-28.3
14.4 apply the concept of refraction of visible light to explain why sunsets are red S8FE-If-28.4 1
14.5 apply the concept of refraction of visible light to explain why clouds are white S8FE-If-28.5
Suggested Performance Task: Talkshow on Colors in the Sky
1

Science Discpline/ Component
Grade Level Standard
Domain
Performance Standard
Content Standard
CONTENT
5. Heat
Science Discpline/ Component
In this suggested performance task, learners will stage a talkshow in which the different applications of refraction 1
of light in the sky are discussed and presented. Rainbows, blue sky, white clouds, and red sunsets will be
discussed and presented.
Summative Assessment on S8FE-If-26, S8FE-If-27, and S8FE-28 1
Force, Motion, and Energy
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Energy
This time, learners Learners realize that transferred energy may cause changes in the properties of the object. They relate the
observable changes in temperature, amount of current, and speed of sound to the changes in energy of the particles.
The learners solve problems on specific heat capacity.
The learners demonstrate an understanding of heat and temperature, and the effects of heat on the body
NO. OF DAYS
LEARNING COMPETENCIES CODE
TAUGHT
15. The learners should be able to differentiate between heat and temperature at the
S8FE-Ig-29 5
molecular level.
15.1 define heat S8FE-Ig-29.1
1
15.2 define temperature S8FE-Ig-29.2
15.3 differentiate between heat and temperature at the molecular level S8FE-Ig-29.3 1
15.4 explain the effects of heat on a body S8FE-Ig-29.4 1
15.5 relate heat to mass and temperature through the concept of specific heat capacity S8FE-Ig-29.5
15.6 calculate the heat absorbed or released to raise or decrease the temperature of a 1
S8FE-Ig-29.6
substance
Suggested Performance Task: Problem Solving on Specific Heat Capacity
1
In this suggested performance task, learners will solve contextualized problems on specific heat capacity.
Force, Motion, and Energy
 At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
GradeLevel Standard differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Domain Energy

This time, learners Learners realize that transferred energy may cause changes in the properties of the object. They relate the
observable changes in temperature, amount of current, and speed of sound to the changes in energy of the particles.

Performance Standard The learners present a diagram of a their household wiring system.
The learners demonstrate an understanding of current- voltage-resistance relationship, electric power, electric energy, and home
Content Standard
circuitry.
NO. OF DAYS
CONTENT LEARNING COMPETENCIES CODE
TAUGHT
16. The learners should be able to infer the relationship between current and charge;
S8FE-Ih-30 5
(I=Q/t)
16.1 define electric charge S8FE-Ih-30.1
1
16.2 differentiate between static electricity and current electricity S8FE-Ih-30.2
16.3 infer the relationship between current and charge S8FE-Ih-30.3 1
16.4 define current, voltage, and resistance S8FE-Ih-30.4 1
16.5 discuss the relationship of current to voltage and resistance in an electrical circuit S8FE-Ih-30.5 1
16.6 solve problems involving Ohm's Law S8FE-Ih-30.6 1

17. The learners should be able to explain the advantages and disadvantages of series
S8FE-li-31 2
and parallel connections in homes.

17.1 illustrate series and parallel connections through schematic diagrams S8FE-Ii-31.1
6. Electricity
17.2 differentiate series and parallel connections in terms of voltage, current, and 1
S8FE-Ii-31.2
resistance.

17.3 explain the advantages and disadvantages of series and paralllel connections in homes S8FE-Ii-31.3 1

18. The learners should be able to differentiate electrical power and electrical energy. S8FE-li-32 2
18.1 define electrical power S8FE-Ii-32.1
1
 1
18.2 relate electrical power to current, voltage, and resistance S8FE-Ii-32.2
18.3 define electrical energy S8FE-Ii-32.3
1
18.4 differentitate between electrical power and electrical energy S8FE-Ii-32.4
19. The learners should be able to explain the functions of circuit breakers, fuses,
S8FE-li-33 1
earthing, double insulation, and other safety devices in the home.
Suggested Performance Task: Diagram of a Household Wiring System
In this suggested performance, learners will present a diagram of their household wiring system showing series and 1
parallel connections and location of fuses, circuit breakers and other safety devices.
Summative Assessment for S8FE-Ih-30, S8FE-Ii-31, S8FE-Ii-32, and S8FE-Ii-33 1
First Quarter Summative Test 2
TOTAL 47
 Department of Education
National Capital Region

UNPACKED COMPETENCIES IN SCIENCE

Prepared by: Dr. Maripaz T. Mendoza - SDO Pasay, Dr. Leah Prondo - SDO Valenzuela, Ms. Jessica Mateo - SDO Marikina,
Ms. Digna C. Paningbatan - SDO Quezon City, Ms. Alma Castano - SDO Marikina

Grade EIGHT (8)

Science Discipline/Component Earth and Space

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of
energy, such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Learners can
explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They
recognize other members of the solar system.
Grade Level Standard Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in
food and medical products are made up of these particles and are absorbed by the body in the form of ions.

Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper
into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can
participate in activities that protect and conserve economically important species used for food.

Geology
As a result of being located along the Ring of Fire, the Philippines is prone to earthquakes. Using models,
learners will explain how quakes are generated by faults. They will try to identify faults in the community and differentiate
active faults from inactive ones.
Meteorology
Domain Being located beside the Pacific Ocean, the Philippines is prone to
typhoons. In Grade 5, the effects of typhoons were tackled. Here, learners will explain how typhoons develop, how typhoons are
affected by landforms and bodies of water, and why typhoons follow certain paths as they move within the Philippine Area of
Responsibility.
Astronomy Learners
will complete their survey of the Solar System by describing the characteristics of asteroids, comets, and other members of the
Solar System.
 The learners shall be able to: 1.
participate in decision making on where to build structures based on knowledge of the location of active faults in the
community;
Performance Standard
2. make an emergency plan and prepare an emergency kit for use at home and in school; 3.
demonstrate precautionary measures before, during, and after a typhoon, including following advisories, storm signals, and calls
for evacuation given by government agencies in charge; and 4. discuss whether or not
beliefs and practices about comets and meteors have scientific basis .

The learners demonstrate an understanding of the: 1.

relationship between faults and earthquakes; 2.
Content Standard
formation of typhoons and their movement within the PAR; 3.
characteristics of comets, meteors, and asteroids.

NO. OF DAYS
CONTENT LEARNING COMPETENCIES CODE
TAUGHT

1. Using models or illustrations, explain how movements along faults generate

earthquakes S8ES-IIa14
1.1. Define fault. S8ES-IIa14 .1.1
1
1.2. Explain how faults are formed. S8ES-IIa14 .1.2
1.3. Costruct fault models. S8ES-IIa14 .1.3 1
1.4. Differentiate the three types of faults. S8ES-IIa14 .1.4 1
1.5. Relate the types of stress associated with each type of fault. S8ES-IIa14.1.5 1
1.6. Describe the effects of bending of rocks along faults. S8ES-IIa14.1 .6
1
1.7. Simulate how movements along faults generate earthquakes using models. S8ES-IIa14.1.7
2. Differentiate the:
2.1 epicenter of an earthquake from its focus;
S8ES-IIa15
2.2 intensity of an earthquake from its magnitude;
1. Earthquakes and Faults 2.3 active and inactive faults;
1.1 Active and inactive faults 2.1. Differentiate epicenter from focus. S8ES-IIa15.2.1
1.2 How movements along 1
faults generate earthquakes 2.2. Distinguish between magnitude and intensity. S8ES-IIa15.2.2
1.3 How earthquakes 2.3. Identify the effects of earthquake to humans and properties. S8ES-IIa15.2.3 1
generate tsunamis
2.4. Discuss the scale adapted in the Philippines to describe the intesity and
S8ES-IIa15.2.4 1
1.4 Earthquake focus and magnitude of an earthquake.
epicenter
1.5 Earthquake
intensity and magnitude

1.6 Earthquake preparedness

faults generate earthquakes
1.3 How earthquakes
generate tsunamis

1.4 Earthquake focus and

epicenter 2.5. Differentiate active and inactive faults. S8ES-IIa15.2.5 1
1.5 Earthquake
intensity and magnitude

1.6 Earthquake preparedness

1.7 How
earthquake waves provide
information about the interior of the
Earth
 1.3 How earthquakes
generate tsunamis

1.4 Earthquake focus and

epicenter
1.5 Earthquake
intensity and magnitude 2.6. Using a map, locate active and inactive faults in the Philippines. S8ES-IIa15.2.6 1

1.6 Earthquake preparedness

1
Suggested Performance Task: Using the PHIVOLCS app, determine whether there are
nearby faults in their area and share their findings in the class through presentation.
3. Demonstrate how underwater earthquakes generate tsunamis S8ES-IIb16
1.7 How
earthquake waves provide 3.1. Define tsunami. S8ES-IIb16.3.1
information about the interior of the 3.2. Discuss how tsunamis are generated. 1
S8ES-IIb16.3.2
Earth
3.3. Simulate the occurrence of tsunami. S8ES-IIb16.3.3 1
3.4. Infer why tsunami does not always occur when there is an earthquake. S8ES-IIb16.3.4
3.5. Describe the impacts of tsunami to humans, infrastructure and livestock. S8ES-IIb16.3.5 1
3.6. Locate places in the Philippines prone to tsunami. S8ES-IIb16.3.6
3.7. Use the map of the Philippines to locate the trenches, volcanoes and faults in the S8ES-IIb16.3.7 1
Philippines.
4. Explain how earthquake waves provide information about the interior of the S8ES-IIc17
earth.
4.1. Identify the layers of the Earth and their characteristics. S8ES-IIc17.4.1 1
4.2. Describe the behavior of seismic waves. S8ES-IIc17.4.2
1
4.3. Compare and contrast P wave and S wave in terms of their speed and behavior. S8ES-IIc17.4.3
4.4. Explain how seismic waves are used to describe the interior of the Earth. S8ES-IIc17.4.4 1
Suggested Performance Task: Design an emergency plan and prepare an emergency kit
1
for use at home and in school.
Summative Assessment for Competencies a-c 1
5. Explain how typhoons develop S8ES-IId18
5.1. Characterize a typhoon. S8ES-IId18.5.1
1
5.2. Differentiate a typhoon, cyclone and hurricane. S8ES-IId18.5.2
5.3. Classify tropical cyclones according to their wind speed. S8ES-IId18.5.3 1
5.4. Construct a model of tropical cyclone. S8ES-IId18.5.4 1
6. Infer why the Philippines is prone to typhoons. S8ES-IId19
6.1. Define Philippine Area of Responsibility (PAR). S8ES-IId19.6.1
2. Understanding Typhoons 1
6.2. Plot the PAR in a map. S8ES-IId19.6.2
6.3. Discuss the conditions that lead to formation of typhoon. S8ES-IId19.6.3 1

2.1 How
typhoons develop
2. Understanding Typhoons

6.4. Relate the presence of bodies of water to the frequency of typhoons in the S8ES-IId19.6.4 1
2.1 How Phiippines.
typhoons develop
7. Explain how landmasses and bodies of water affect typhoons. S8ES-IIe20
7.1. Identify the parts of a tropical cyclone. S8ES-IIe20.7.1
1
2.2 Why 7.2. Describe the wind speed and air pressure in the different parts of a typhoon. S8ES-IIe20.7.2
the Philippines is prone to typhoons
7.3. Describe the effects of the eye and eyewall of the typhoon as it passes through an S8ES-IIe20.7.3 1
area.
7.4. Explain how landmasses and bodies of water affect the typhoon. S8ES-IIe20.7.4 1
2.3 How landforms
and bodies of water affect typhoons 8. Trace the path of typhoons that enter the Philippine Area of Responsibility S8ES-IIf-21
within the Philippine Area of (PAR) using a map and tracking data.
Responsibility (PAR) 8.1. Track the path taken by a tropical cyclone given its coordinates. S8ES-IIf-21.8.1 1
8.2. Determine whether a tropical cyclone is within or outside the PAR S8ES-IIf-21.8.2 1
8.3. Discuss why is there a need for PAG ASA to regularly monitor tropical cyclones S8ES-IIf-21.8.3 1
near the PAR

Suggested Performance Task: Design a safety plan to reduce the risks of typhoons and
explain through role playing the precautionary measures before, during and after the 1
occurrence of typhoon.
Summative Test for Competencies d-f 1
9. Compare and contrast comets, meteors, and asteroids S8ES-IIg22

9.1. Characterize comets, meteors and asteroids according to their:

a. location
S8ES-IIg22.9.1 1
b. composition
c. orbit

9.2. Simulate the impacts of asteroids and comets on Earth. S8ES-IIg22.9.2 1

9.3. Present observations on simulating the impacts of asteroids and comets using
S8ES-IIg22.9.3 1
drawing/ illustrations.
10. Predict the appearance of comets based on recorded data of previous S8ES-IIh23 1
appearances.
3. Other members of the Solar System
10.1. Name some comets that were once visible on Earth. S8ES-IIh23.10.1 1
10.2. Identify and describe the parts of a comet. S8ES-IIh23.10.2 1
3.1 Comets
3.2 Meteors 10.3. Predict the next possible appearance of comets based on recorded dates of their S8ES-IIh23.10.3 1
previous appearances.
3.3 Asteroids
3.1 Comets
3.2 Meteors

3.3 Asteroids 11. Explain the regular occurrence of meteor showers. S8ES-IIi-j24
11.1. Describe the changes that happens to a fragment from a comet or asteroid as it S8ES-IIi-j24.11.1 1
enters the Earth’s atmosphere.
11.2. Differentiate meteoroid, meteor and meteorite. S8ES-IIi-j24.11.2
11.3. Represent the relationship among meteoroid, meteor and meteorite using a 1
S8ES-IIi-j24.11.3
diagram.

Suggested Performance Task: Provide scientific evidences to support one’s stand on a 1

debate about superstitions on comets, asteroids and meteors.

Summative Assessment for Competencies g-j 1

Periodic Exam 1
Total no. of days 46

Prepared by: Ms. Isabel C. Palomar - SDO Navotas, Ms. Liza Alvarez - SDO Pasig, Dr. Corazon A. Javier - SDO Parañaque,
Grade
Science Discipline/Component
Grade Level Standard
Domain
Performance Standard
Content Standard
SCIENCE
SUB-TASKING OF CURRICULUM GUIDE
Ms. Rowena C. Lamera - SDO TAPAT, Ms. Emmeline V. Elseario - SDO Las Piñas
EIGHT
CHEMISTRY - MATTER
At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can
differentiate the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy,
such as temperature difference, and the type (solid, liquid, or gas) of the medium.
Learners can explain how active faults generate earthquakes and how tropical cyclones originate from warm ocean waters. They
recognize other members of the solar system.
Learners can explain the behaviour of matter in terms of the particles it is made of. They recognize that ingredients in food and medical
products are made up of these particles and are absorbed by the body in the form of ions.
Learners recognize reproduction as a process of cell division resulting in growth of organisms. They have delved deeper into the process
of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They can participate in activities that
protect and conserve economically important species used for food.
PROPERTIES AND STRUCTURE OF MATTER. Using models, learners learn that matter is made up of particles, the smallest of which is the
atom. These particles are too small to be seen through a microscope. The properties of materials that they have observed in earlier
grades can now be explained by the type of particles involved and the attraction between these particles.
CHANGES THAT MATTER UNDERGO. Learners learn that particles are always in motion. They can now explain that the changes from solid
to liquid, solid to gas, liquid to solid, and liquid to gas, involve changes in the motion of and relative distances between the particles, as
well as the attraction between them.
They also recognize that the same particles are involved when these changes occur. In effect, no new substances are formed.
The learners shall be able to:
1. present how water behaves in its different states within the water cycle;
The learners demonstrate understanding of…
1. the particle nature of matter as basis for explaining properties, physical changes, and structure of
 substances and mixtures;
2. the identity of a substance according to its atomic structure;
Content Standard
3. the identity of a substance according to its atomic structure;
4. the periodic table of elements as an organizing tool to determine the chemical properties of
elements.
The learners shall be able to:
1. present how water behaves in its different states within the water cycle
Performance Task
2. Illustrate how the sub-atomic particles are distributed in an atom
3. Show the historical development of the PT in the form of song, poem, drawing/illustration, etc.
NO. OF DAY/S
CONTENT LEARNING COMPETENCIES CODE
TAUGHT
1. The Particle Nature of 1. Explain the properties of solids, liquids, and gases based on the S8MT-IIIa-b-8
Matter particle nature of matter
1.1 Elements, Compounds, 1.1 Identify and describe the classification of matter based on its S8MT-IIIa-b-8.1.1 1
and Mixtures physical state (solids, liquids, and gases)
1.2 Atoms and Molecules 1.2 Differentiate the structure of solids, liquids, and gases based S8MT-IIIa-b-8.1.2
on its:
a. Shape and molecular arrangement (through illustration, etc.) S8MT-IIIa-b-8.1.2.a 1
b. Mass and volume S8MT-IIIa-b-8.1.2.b 1
c. Movement of molecules (through role playing, etc.) S8MT-IIIa-b-8.1.2.c 1
d. Boiling Point, Melting Point, Density and Specific Gravity S8MT-IIIa-b-8.1.2.d 1
1.3 Identify and describe the classification of matter based on its S8MT-IIIa-b-8.1.3 2
composition (element, compound, and mixture)
2. Explain physical changes in terms of the arrangement and motion S8MT-IIIc-d-9
of atoms and molecules.
2.1 Differentiate physical from chemical change S8MT-IIIc-d-9.1 1
2.2 Enumerate and discuss the different physical/phase changes S8MT-IIIc-d-9.2 1
in matter (Evaporation, Condensation, Sublimation, etc.)
2.3 Show how phase changes in matter is affected by change in S8MT-IIIc-d-9.3 1
temperature at molecular level (video clips, role-playing, etc.)
2.4 Present a how water behaves in different states in a water cycle S8MT-IIIc-d-9.4 1

2. Atomic Structure
2.1 Protons
2.2 Neutrons
2.3 Electrons
3. Periodic Table (PT) of Elements 4. Trace the development of the periodic table from observations based on
3.1 Development of the PT
3.2 Arrangement of elements
3.3 Reactive and nonreactive
metals
(through song, poem, illustration, video clips, etc.)
2.5 Define chemical change operationally and cite the different S8MT-IIIc-d-9.5 1
evidences of chemical change
2.6 Explain how chemical change affects the chemical composition S8MT-IIIc-d-9.6 1
of a material (molecular level)
SUMMATIVE TEST 1
3. Determine the number of protons, neutrons, and electrons in a S8MT-IIIe-f-10
particular atom
3.1 Differentiate atoms from molecules (through KWL, Venn Diagram, etc.) S8MT-IIIe-f-10.1 1
3.2 Discuss the historical background of the atom and its S8MT-IIIe-f-10.2 2
sub-atomic particles
3.3 Describe atom and its sub-atomic particles S8MT-IIIe-f-10.3 1
3.4 Determine the number of electrons, protons, and neutrons in S8MT-IIIe-f-10.4 2
an atom
3.5 Determine the number of electron. proton and neutron in a S8MT-IIIe-f-10.5 2
positive and negative ions
3.6 Illustrate how the sub-atomic particles are distributed in an S8MT-IIIe-f-10.6 1
atom/anion/cation
SUMMATIVE TEST 1
S8MT-IIIg-h-11
similarities in properties of elements;
4.1 Discuss briefly the historical development of the PT S8MT-IIIg-h-11.1 1
4.2 Show the historical development of the PT in the form of song, poem, S8MT-IIIg-h-11.2 2
drawing/illustration, etc.
4.3 Differentiate periods/series from groups/families in the PT and S8MT-IIIg-h-11.3 1
identify each given elements' periods/series or groups/families
4.4 Enumerate and describe the periodic trends/properties of the PT S8MT-IIIg-h-11.4 2
(Metallic property, Nonmetallic property, electronegativity, ionization
energy, electron affinity, etc.)
4.5 Plot the following atomic number of elements versus atomic size/ S8MT-IIIg-h-11.5 2
electronegativity/ionization energy/etc.
4.6 Arrange given set of elements in increasing/decreasing order of periodic S8MT-IIIg-h-11.6 2
properties
 4.7 Determine which metallic elements will be reactive or nonreactive S8MT-IIIg-h-11.7 1
5. Use the periodic table to predict the chemical behaviour of an element. S8MT-IIIi-j-12
5.1 Write the electron configuration of elements in a given group and S8MT-IIIi-j-12.1 1
relate it to their classification in the PT (metals, nonmetals, metalloids)
5.2 Describe and predict the elements' trend in the PT with respect to its:
a. density and melting point; S8MT-IIIi-j-12.2.a 1
b. ability to react with oxygen; S8MT-IIIi-j-12.2.b 2
c. reaction with water; S8MT-IIIi-j-12.2.c 2
d. reaction of metals with nonmetals and vise versa. S8MT-IIIi-j-12.2.c 2
SUMMATIVE TEST 1
PERIODICAL TEST 2
TOTAL NUMBER OF DAYS 46
 SCIENCE
UNPACKING OF THE CURRICULUM GUIDE
Prepared by: Dr. Arturo A. Tolentino - SDO Caloocan, Mrs. Genersol G. Monton - SDO Makati,
Mrs. Armida S. Oblinada - SDO Muntinlupa, Dr. Maria Pilar O. Capalongan - SDO Quezon City

GRADE Grade 8
Science Discipline/Component LIVING THINGS AND THEIR ENVIRONMENT

At the end of Grade 8, learners can describe the factors that affect the motion of an object based on the Laws of Motion. They can differentiate
the concept of work as used in science and in layman’s language. They know the factors that affect the transfer of energy, such as temperature
difference, and the type (solid, liquid, or gas) of the medium. Learners can explain how active faults generate earthquakes and how tropical
cyclones originate from warm ocean waters. They recognize other members of the solar system. Learners can explain the behaviour of matter
Grade Level Standard
in terms of the particles it is made of. They recognize that ingredients in food and medical products are made up of these particles and are
absorbed by the body in the form of ions. Learners recognize reproduction as a process of cell division resulting in growth of organisms. They
have delved deeper into the process of digestion as studied in the lower grades, giving emphasis on proper nutrition for overall wellness. They
can participate in activities that protect and conserve economically important species used for food.
 In Grade 8, learners gain knowledge of how the body breaks down food into forms that can be absorbed through the digestive system and
transported to cells.
Learners learn that gases are exchanged through the respiratory system. This provides the oxygen needed by cells to release the energy stored
in food.
Domain They also learn that dissolved wastes are removed through the urinary system while solid wastes are eliminated through the excretory system.
Learners study the process of cell division by mitosis and meiosis. They understand that meiosis is an early step in sexual reproduction that
leads to variation. Learners learn that species refers to a group of organisms that can mate with one another to produce fertile offspring. They
learn that biodiversity is the collective variety of species living in an ecosystem. This serves as an introduction to the topic on hierarchical
taxonomic system. Learners learn how energy is transformed and how materials are cycled in ecosystems.

The learners present an analysis of the data gathered on diseases resulting from nutrient deficiency
Performance Standard

The learners demonstrate understanding of the digestive system and its interaction with the circulatory, respiratory, and excretory systems in
Content Standard providing the body with nutrients for energy

NO. OF DAYS
CONTENT LEARNING COMPETENCIES CODE
TAUGHT
1. LIVING THINGS AND THEIR ENVIRONMENT
1. Structure and Functions: Focus
1.    Explain ingestion, absorption, assimilation, and excretion; S8LT-IVa-13
on the Digestive System
1.1. Describe the functions of each organ of the digestive system and trace the pathway of food
S8LT-IVa-13.1.1 1
through the digestive tract
1.1Organs of the digestive system and
their interaction with organs of the
respiratory, circulatory, and excretory 1.2  Explain the action of enzymes as catalysts, and how it helps in digestion S8LT-IVa-13.1.2 1
systems
1.3 Discuss how digestive organs work together to carry out digestion of food and assimilation of
S8LT-IVa-13.3.1.3 1
nutrient

1.4  Illustrate how ingestion, absorption, assimilation, and excretion take place in the
S8LT-IVa-13.4.1.4 1
interaction of Digestive System with the circulatory, respiratory and excretory systems
Performance Standard Present an analysis of the data gathered on disease resulting from nutrient deficiency

Demonstrate an understanding of diseases that result from nutrient deficiency and ingestion of harmful substances, and their prevention and
Content Standard
treatment

2.Explain how diseases of the digestive system are prevented, detected, and treated S8LT-IVb-14

2.1. Make a record of daily food intake and analyze the nutritional value based on the record S8LT-IVb-14.2.1 1

2.2.Identify the common nutritional deficiency and their effects to the body S8LT-IVb-14.2.2 1
1.3Diseases resulting from nutrient 2.3. Describe common diseases of the digestive system and their corresponding treatment S8LT-IVb-14.2.3 1
deficiency and ingestion of harmful
substances 2.4. Gather and analyze data from Barangay Health Centers on diseases resulting from nutrient
S8LT-IVb-14.2.4 1
deficiency , present findings in tables or graphs

3.   Identify healthful practices that affect the digestive system; S8LT-IVc-15

3.1.List and describe healthful practices that will benefit the digestive system S8LT-IVc-15.3.1 1
3.2. Make a flyer on the ways to maintain a healthy digestive system and the value of living a
S8LT-IVc-15.3.2 1
healthy life
SUMMATIVE TEST 1
TOTAL 11
Performance Standard Report on the importance of variation in plant and animal breeding

Content Standard
2. Heredity: Inheritance and
Variation of Traits
2.1 Stages of mitosis
Demonstrate an understanding of how cells divide to produce new cells
4. Compare mitosis and meiosis, and their role in the cell division cycle S8L—IVd16
4.1  Label and describe the stages of the cell cycle S8L—IVd16.4.1 1

2.2 Stages of meiosis 4.2  Describe the changes that occur during each stage of mitosis S8L—IVd16.4.2 1
4.3  Describe the changes that occur in each stage of meiosis S8L—IVd16.4.3 1
4.4 Create an illustration using recyclable materials comparing mitosis and meiosis and their role
1
in the cell cycle S8L—IVd16.4.4
 5.   Explain the significance of meiosis in maintaining the chromosome number S8L—IVe17

5.1. State the significance of meiosis in maintaining the chromosome number S8L—IVe17.5.1 1

5.2  Differentiate between spermatogenesis and oogenesis using graphic organizer S8L—IVe17.5.2 1

5.3. Research on the importance of variation in plant and animal breeding S8L—IVe17.5.4 1

SUMMATIVE TEST 1

TOTAL 8

Performance Standard Report on the importance of variation in plant and animal breeding

Demonstrate an understanding of how meiosis as one of the processes producing genetic

Content Standard
variations of the Mendelian Pattern of Inheritance

2.3 Mendelian Genetics 6. Predict phenotypic expressions of traits following simple patterns of inheritance;
S8LT-IVf- 18
6.1.   Describe the Mendelian principles of inheritance by analyzing Mendel’s experiment on
S8LT-IVf- 18.6.1 1
garden peas.
6.2  Identify the genotypic and phenotypic ratios of offspring in the standard monohybrid S8LT-IVf- 18.6.2 1
6.3    Solve problems involving Mendelian Genetics S8LT-IVf- 18.6.3 1

Report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically
Performance Standard
important species

Content Standard Demonstrate an understanding of the concept of a species

3.Biodiversity 7.    Explain the concept of a species; S8LT-IVg- 19

7.1 Describe the concept of a species S8LT-IVg- 19 .7.1 1
7.2  Describe the levels of biodiversity as basis for classifying organisms and present examples
3.1 Species diversity S8LT-IVg- 19 .7.2 1
for each
 7.3  Create a simple brochure of endangered and economically important species and show how
S8LT-IVg- 19 .7.3 1
to protect and conserve them
Report (e.g., through a travelogue) on the activities that communities engage in to protect and conserve endangered and economically
Performance Standard
important species

Content Standard Demonstrate an understanding of the species as being further classified into a hierarchical taxonomic system
3.2 Hierarchical taxonomic system of
8. Classify organisms using the hierarchical taxonomic system; S8LT-IVh- 20
classification
8.1 Identify the different levels in the hierarchical taxonomic system S8LT-IVh- 20.8.1 1

8.2 Differentiate Archaeabacteria and Eubacteria S8LT-IVh- 20.8.2 1

3.3 Protection and conservation of
endangered and economically 8.3 Classify protists, fungi, plants and animals based on their distinguishing characteristics S8LT-IVh- 20.8.3 1
important species 8.4  Make a concept Map to classify organisms using the hierarchical system with examples in
S8LT-IVh- 20.8.4 1
each kingdom and economic importance

9. Explain the advantage of high biodiversity in maintaining the stability of an ecosystem; S8LT-IVh-21

9.1 Describe the advantages of high biodiversity S8LT-IVh-21.9.1 1

9.2 Create a graphic organizer to differentiate high and low biodiversity S8LT-IVh-21.9.2 1
SUMMATIVE TEST 1
TOTAL 10
Performance Standard Make a poster comparing food choices based on the trophic levels
Content Standard Demonstrate an understanding of the one – way flow of energy and the cycling of materials in an ecosystem
4.Ecosytems 10.  Describe the transfer of energy through the trophic levels; S8LT-IVi22
10.1    Construct a food pyramid and Interpret how energy transfer takes place through the trophic
4.2 Cycling of materials in the S8LT-IVi22.10.1 1
levels
ecosystem
11.    Analyze the roles of organisms in the cycling of materials; S8LT-IVi23
11.1     Describe the roles of organisms in the cycling of materials S8LT-IVi23.11.1 1
12.  Explain how materials cycle in an ecosystem S8LT-IVi24
12.1     Trace the flow of materials in the biogeochemical cycles of the ecosystem S8LT-IVi24.12.1 1
4.3 Impact of human activities in an 13. Suggest ways to minimize human impact on the environment; S8LT-IVj25
ecosystem
13.1     Explain how human activities affect the environment S8LT-IVj25.13.1 1

13.2     Make a poster showing ways to help lessen environmental problems S8LT-IVj25.13.2 1

17. Conduct investigations to determine environmental conditions needed by living things to

S4LT-IIi-j-17
survive.

17.1. Conduct simple research on the effects on the different environmental conditions on the
S4LT-IIi-j-15.17.1 1
survival of organisms

17.2. Conclude that there are environmental conditions needed by living things to survive S4LT-IIi-j-15.17.2 1

18. describe the effects of interactions among organism in their environment S4LT-IIi-j-18

18.1. infer the effects of interactions among organisms in the environment using short video
S4LT-IIi-j-15.18.1 1
clip/s
18.2. Construct an essay on the effects both beneficial and harmful effects of organism's
S4LT-IIi-j-15.18.2 1
interactions
18.3. Draw/illustrate the effects both beneficial and harmful of organism's interactions in their
S4LT-IIi-j-15.18.3 1
environment
SUMMATIVE TEST 1
TOTAL 11
PERIODICAL TEST 1
TOTAL NUMBER OF DAYS 40